Open Access

ARTICLE

Stress, Burnout, and Resilience: Are Teachers at Risk?

by José Luis Moreno-Lucas¹, Juan Pedro Martínez-Ramón^1,*, Francisco Manuel Morales-Rodríguez², Cecilia Ruiz-Esteban¹, e Inmaculada Méndez¹

1 Department of Developmental and Educational Psychology, Campus of Excellence Mare Nostrum, University of Murcia, Espinardo, Murcia, 30100, Spain
2 Department of Developmental and Educational Psychology, University Campus of Cartuja, University of Granada, Granada, 18071, Spain

* Corresponding Author: Juan Pedro Martínez-Ramón. Email:

International Journal of Mental Health Promotion 2023, 25(2), 207-222. https://doi.org/10.32604/ijmhp.2023.025901

Received 04 August 2022; Accepted 17 October 2022; Issue published 02 February 2023

Abstract

It is increasingly common to find alarming news related to tragic events occurring in schools around the world. Being able to deal with these situations without getting hurt is a task not suitable for everyone. In general, teachers are the ones who must deal with this type of situation in addition to other daily problems that appear in any classroom that make the level of stress to which they are subjected can become dangerous. This research aims to know the current situation of teachers in a region of southeastern Spain in terms of their level of work stress, resilience, and other associated variables, for which an ex post facto quantitative approach study was designed. For this purpose, an ad hoc sociodemographic questionnaire, and questions based on the Teaching and Learning International Survey of the Organization for Economic Co-Operation and Development, the Maslach Burnout Inventory, and the Brief Resilient Coping Scale were applied. The participating sample consisted of 470 teachers. The main findings were that 6% of teachers had burnout (high emotional exhaustion, high cynicism, and low professional effectiveness simultaneously). Resilience correlated inversely with stress, emotional exhaustion, cynicism, excessive teaching, and difficulty maintaining classroom discipline. In conclusion, knowing the needs of teachers allows us to reflect on what kind of prevention and intervention programs are necessary to improve the well-being of teachers and thus improve the quality of education.

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Keywords

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