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Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

Author

Listed:
  • Renata Teles

    (Clinical Psychologist, 3700-025 São João da Madeira, Portugal
    Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Antonio Valle

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Susana Rodríguez

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Isabel Piñeiro

    (Psychology Departament, University of A Coruña, 15001 A Coruña, Spain)

  • Bibiana Regueiro

    (Pedagogy and Didactics Departament, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain)

Abstract

The aim of this study was to examine the phenomena of burnout and perceived stress in teachers at Higher Education Institutions, as this professional class is one of the most affected by high levels of stress. A sample of 520 university teachers was used, of which 339 (65.2%) were women. The Maslach Burnout Inventory (MBI) was used to measure burnout, and the Perceived Stress Scale (PSS) was used to measure perceived stress. A sociodemographic data questionnaire produced by the authors was also applied, which consisted of questions about age, sex, experience in the teaching profession and the participants’ teaching areas. The results indicated that university teachers over 60 years old exhibited lower levels of perceived stress, as did teachers with more teaching experience (30 years or more), and those with less experience (less than 10 years). Women exhibited higher levels of perceived stress than men. Women also scored higher levels of Emotional Exhaustion in the burnout dimensions, whereas teachers will less experience (under 10 years) and teachers with more experience (more than 30 years) had the lowest scores in this dimension. Through an examination of the relation between perceived stress and the burnout dimensions, we concluded that perceived stress was directly proportional to emotional exhaustion and depersonalization; and was inversely proportional to personal accomplishment. A total of 31.3% of the variance in burnout was explained by perceived stress.

Suggested Citation

  • Renata Teles & Antonio Valle & Susana Rodríguez & Isabel Piñeiro & Bibiana Regueiro, 2020. "Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)," IJERPH, MDPI, vol. 17(9), pages 1-11, May.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:9:p:3248-:d:354719
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    Citations

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    Cited by:

    1. Carlos Freire & María del Mar Ferradás & Alba García-Bértoa & José Carlos Núñez & Susana Rodríguez & Isabel Piñeiro, 2020. "Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing," IJERPH, MDPI, vol. 17(22), pages 1-14, November.
    2. 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.
    3. Carla Miguel & Luísa Castro & José Paulo Marques dos Santos & Carla Serrão & Ivone Duarte, 2021. "Impact of COVID-19 on Medicine Lecturers’ Mental Health and Emergency Remote Teaching Challenges," IJERPH, MDPI, vol. 18(13), pages 1-18, June.
    4. Fahd Alduais & Abeer Ihsan Samara & Heba Mustafa Al-Jalabneh & Ahmed Alduais & Hind Alfadda & Rasha Alaudan, 2022. "Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan," IJERPH, MDPI, vol. 19(15), pages 1-18, July.
    5. Marta Makara-Studzińska & Maciej Załuski & Katarzyna Adamczyk, 2021. "Burnout and Perceived Stress of Polish Emergency Call Takers and Dispatchers," IJERPH, MDPI, vol. 18(19), pages 1-16, September.
    6. Martin Sanchez-Gomez & Edgar Breso, 2020. "In Pursuit of Work Performance: Testing the Contribution of Emotional Intelligence and Burnout," IJERPH, MDPI, vol. 17(15), pages 1-13, July.

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