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All Journal Makara Human Behavior Studies in Asia
Thomas, Joby
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Understanding the New Stress Factors Affecting Teachers' Burnout: A Scoping Review Thomas, Joby; Reyes, Marc Eric S.
Makara Human Behavior Studies in Asia Vol. 28, No. 1
Publisher : UI Scholars Hub

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Abstract

The teaching profession is extremely vulnerable to burnout. The sudden outbreak of the COVID-19 pandemic posed new threats and changed the educational environment, the perceptions and the values of teachers. The traditional in-person learning approach was quickly replaced by distant online learning to continue education. As schools reopened, a new educational platform, the hybrid learning model, evolved by fusing the two learning models. The high expectations placed on teachers to swiftly adopt new teaching methods—often without the required resources or training—exacerbated their exhaustion. We conducted a scoping review to determine the new stress factors that cause teachers’ burnout, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement. A total of 27 studies were systematically reviewed, and we identified numerous stress factors that affect teachers’ burnout. These stressors increased the already existing difficulties, magnifying their detrimental impacts. The stress factors were categorized as organizational, individual, transactional, emotional, cultural, or digital. This review suggests additional research is needed to understand the prevalence of teacher burnout and the effects that these stressors have on teachers’ personal and professional lives over time. Despite these challenges, this study demonstrates the need for more in-depth analysis to develop means to reduce teachers’ burnout and support them in maintaining their professional lives.
Burnout Symptoms among Millennial Teachers in India: The Efficacy of the Emotional Self-Care Online Intervention Program (ESCOIP) Thomas, Joby; Reyes, Marc Eric S.
Makara Human Behavior Studies in Asia Vol. 28, No. 2
Publisher : UI Scholars Hub

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The experiences of millennial teachers—currently comprising the majority of the teaching workforce—have gained attention in scholarly research. The phenomenon of teacher burnout, in particular, has gained greater attention in recent years due to its grave impact on the educational system and the well-being of teachers. Thus, developing an effective online intervention program is crucial to alleviate and avoid burnout among millennial teachers. Using Conklin’s program development model, which involves three phases, (1) planning, (2) design and implementation, and (3) evaluation and program validation, this study investigated the effectiveness of the Emotional Self-Care Online Intervention Program (ESCOIP) in treating burnout symptoms among Indian millennial teachers. The participants comprised teachers from Kerala, South India, born between the early 1980s and mid-1990s (N = 521), who were randomly assigned to the experimental (n = 20) and control (n = 20) groups. We used the sociodemographic survey, the Maslach Burnout Inventory-Educator survey, and focus group discussions to understand the prevalence and complexities involved in this problem. Paired t-test and MANOVA were used for data analysis, while partial eta squared (η2p) measured the extent of the effect of the ESCOIP. Results of the paired t-test and MANOVA revealed a statistically significant effect. Therefore, the program’s outcomes demonstrated that the ESCOIP serves as an effective treatment for the burnout symptoms experienced by millennial teachers.
Co-Authors Reyes, Marc Eric S.