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Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

Author

Listed:
  • Inmaculada Méndez

    (Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain)

  • Juan Pedro Martínez-Ramón

    (Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain)

  • Cecilia Ruiz-Esteban

    (Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain)

  • José Manuel García-Fernández

    (Department of Development Psychology and Didactics, University of Alicante, 03080 Alicante, Spain)

Abstract

Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale. The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.

Suggested Citation

  • Inmaculada Méndez & Juan Pedro Martínez-Ramón & Cecilia Ruiz-Esteban & José Manuel García-Fernández, 2020. "Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers," IJERPH, MDPI, vol. 17(18), pages 1-10, September.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:18:p:6760-:d:414634
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    References listed on IDEAS

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    1. María del Mar Ferradás & Carlos Freire & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez, 2019. "Teacher Profiles of Psychological Capital and Their Relationship with Burnout," Sustainability, MDPI, vol. 11(18), pages 1-18, September.
    2. Aleksandra Tokarz & Diana Malinowska, 2019. "From Psychological Theoretical Assumptions to New Research Perspectives in Sustainability and Sustainable Development: Motivation in the Workplace," Sustainability, MDPI, vol. 11(8), pages 1-16, April.
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    Cited by:

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    3. Lucía Sanchis-Giménez & Alicia Tamarit & Vicente Javier Prado-Gascó & Laura Sánchez-Pujalte & Luis Díaz-Rodríguez, 2024. "Psychosocial Risks in Non-University Teachers: A Comparative Study between Spain and Mexico on Their Occupational Health," Sustainability, MDPI, vol. 16(16), pages 1-17, August.
    4. Kozlova, M. & Ryabichenko, T., 2024. "Inclusive education in schools in Russia and Kazakhstan: Attitudes and well-being of teachers as related factors in the formation of an inclusive environment," Children and Youth Services Review, Elsevier, vol. 163(C).
    5. Hao, Shuwei & Zhang, Xueting, 2024. "Job burnout and anxiety among medical staff: A latent profile and moderated mediation analysis," Social Science & Medicine, Elsevier, vol. 356(C).
    6. María del Carmen Rey-Merchán & Antonio López-Arquillos, 2022. "Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain," Sustainability, MDPI, vol. 14(14), pages 1-11, July.
    7. David Ortega-Jiménez & Pablo Ruisoto & Francisco Díaz Bretones & Marina del Rocío Ramírez & Silvia Vaca Gallegos, 2021. "Psychological (In)Flexibility Mediates the Effect of Loneliness on Psychological Stress. Evidence from a Large Sample of University Professors," IJERPH, MDPI, vol. 18(6), pages 1-8, March.
    8. Laura Parte & Teresa Herrador-Alcaide, 2021. "Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning," IJERPH, MDPI, vol. 18(19), pages 1-22, September.
    9. Belinda Agyapong & Gloria Obuobi-Donkor & Lisa Burback & Yifeng Wei, 2022. "Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review," IJERPH, MDPI, vol. 19(17), pages 1-42, August.
    10. Min Xie & Shunsen Huang & Li Ke & Xia Wang & Yun Wang, 2022. "The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective," IJERPH, MDPI, vol. 19(5), pages 1-16, February.

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