Academic journal article The Spanish Journal of Psychology

Barriers Perceived by Teachers at Work, Coping Strategies, Self-Efficacy and Burnout

Academic journal article The Spanish Journal of Psychology

Barriers Perceived by Teachers at Work, Coping Strategies, Self-Efficacy and Burnout

Article excerpt

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriersburnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

Keywords: stressors, self-efficacy, coping strategies, teaching burnout.

Este estudio examina las relaciones existentes entre estresores, modos de afrontamiento, autoeficacia y síndrome de quemado en una muestra de 724 profesores españoles de primaria y secundaria. Los potenciales estresores se entendieron como factores barreras que interfieren la labor del profesorado causándoles burnout. Los resultados obtenidos a través de las regresiones múltiples jerárquicas realizadas revelaron que las barreras pedagógicas percibidas por el profesorado predicen significativamente las tres dimensiones del burnout (una vez controladas las variables demográficas). También revelaron el papel modulador que juegan las estrategias de afrontamiento en la relación barreras pedagógicas-burnout, así como la relación entre autoeficacia, en gestión e instrucción, y el tipo de estrategias de afrontamiento utilizadas por el profesorado. Finalmente, se analizan las implicaciones educativas derivadas de estos hallazgos.

Palabras clave: estresores, barreras pedagógicas, autoeficacia, estrategias de afrontamiento, burnout docente.

Accomplishing learning objectives gives teaching activities meaning. Unlike other jobs or services in which the supplier does something for customers, the supplier in the field of education does something to customers, that is, students (Harvey & Green, 1993). It is, therefore, the participant's transformation process that becomes explicit and operationalised through learning objectives. Establishing learning objectives may be considered the first step of the whole teaching process whose purpose is to determine the results that students are expected to obtain through a teaching/learning process conducted in the classroom. Besides, these objectives provide the means to carry out effective teaching as they serve as guides for teachers, allowing them to devise and develop the didactic strategies and resources required to provide teaching (Heinrich, Molenda, Russell, & Smaldino, 1996). In a formal educational situation, effective teaching comes about when students' performance changes in accordance with the learning objectives set out. Nonetheless, the teachers' teaching process may be affected by a considerable number of obstacles, or barriers, which diminish the effectiveness of their teaching by hindering them from fully meeting the learning objectives established and causing them burnout (Blase, 1982; Harrison,1983; Pines, 1993; Salanova, Cifre, Grau, Llorens, & Martínez, 2005).

The burnout phenomenon among teachers is receiving increasing attention by researchers in many countries, including Spain, as the many works which have been published in Spain in recent years reflect (Calvete & Villa, 1999; Doménech-Betoret, 2006, 2009; Durán, Extremera, Montalbán, & Rey, 2005; Flores & Fernandez-Castro, 2004; Salanova, Martínez, & Lorente, 2005). However, some important limitations remain despite the large number of studies conducted and the significant progress made in this field. One limitation is the difficulty to compare the results obtained owing to the various ways of conceptualising burnout and the diverse instruments used to measure it. …

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