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Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers

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  • Reingard Seibt

    (Institute for Preventive Medicine, Rostock University Medical Centre, 18055 Rostock, Germany)

  • Steffi Kreuzfeld

    (Institute for Preventive Medicine, Rostock University Medical Centre, 18055 Rostock, Germany)

Abstract

Teachers are at increased risk of stress-related illnesses and burnout symptoms. Thus, a cross-sectional study involving 6109 full-time and 5905 part-time teachers at upper-level secondary schools examined the influence of presumed work-related and personal characteristics on burnout risk between January and April 2018. Burnout was recorded using the Maslach Burnout Inventory—General Survey (MBI-GS). Work-related characteristics were weekly working hours and work stress, operationalized with the effort-reward imbalance (ERI) model. Overcommitment and the inability to recover were determined as personal characteristics. Multiple linear regression analyses were performed, adjusted for age and gender. Overall, 47% of the teachers reported burnout symptoms and 3% had an indication of burnout. Full-time and part-time teachers did not differ in their risk of burnout. ERI, overcommitment, and inability to recover were identified as predictors of burnout risk (explained variance: 29%), whereby the inability to recover was the strongest predictor. In contrast, weekly working hours, extent of employment, gender and age were not related to the burnout risk. ERI was found in 33%, inability to recover in 36% and overcommitment in 39% of all the teachers studied. In particular, the inability to recover should be taken into account as an early indicator of burnout.

Suggested Citation

  • Reingard Seibt & Steffi Kreuzfeld, 2021. "Influence of Work-Related and Personal Characteristics on the Burnout Risk among Full- and Part-Time Teachers," IJERPH, MDPI, vol. 18(4), pages 1-17, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:4:p:1535-:d:494306
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    1. Johannes Siegrist & Jian Li, 2016. "Associations of Extrinsic and Intrinsic Components of Work Stress with Health: A Systematic Review of Evidence on the Effort-Reward Imbalance Model," IJERPH, MDPI, vol. 13(4), pages 1-14, April.
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    3. Siegrist, Johannes & Starke, Dagmar & Chandola, Tarani & Godin, Isabelle & Marmot, Michael & Niedhammer, Isabelle & Peter, Richard, 2004. "The measurement of effort-reward imbalance at work: European comparisons," Social Science & Medicine, Elsevier, vol. 58(8), pages 1483-1499, April.
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    1. Sarah Susanne Lütke Lanfer & Ruth Pfeifer & Claas Lahmann & Alexander Wünsch, 2022. "How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers," IJERPH, MDPI, vol. 19(15), pages 1-17, August.
    2. Kristen du Bois & Philippe Sterkens & Louis Lippens & Stijn Baert & Eva Derous, 2023. "Beyond the Hype: (How) Are Work Regimes Associated with Job Burnout?," IJERPH, MDPI, vol. 20(4), pages 1-11, February.
    3. Oliver Weigelt & J. Charlotte Seidel & Lucy Erber & Johannes Wendsche & Yasemin Z. Varol & Gerald M. Weiher & Petra Gierer & Claudia Sciannimanica & Richard Janzen & Christine J. Syrek, 2023. "Too Committed to Switch Off—Capturing and Organizing the Full Range of Work-Related Rumination from Detachment to Overcommitment," IJERPH, MDPI, vol. 20(4), pages 1-29, February.
    4. Somers, Melline & Stolp, Tom & Burato, Francesca & Groot, Wim & van Merode, Frits & Vooren, Melvin, 2024. "Increasing the working hours of nurses and teachers: Evidence from a discrete choice experiment," Research Memorandum 014, Maastricht University, Graduate School of Business and Economics (GSBE).
    5. Somers, Melline & Stolp, Tom & Burato, Francesca & van Merode, Frits & Vooren, Melvin, 2024. "Increasing the working hours of nurses and teachers: Evidence from a discrete choice experiment," ROA Research Memorandum 005E, Maastricht University, Research Centre for Education and the Labour Market (ROA).

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