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The prevalence and specifics of teacher burnout need to be studied. This particular type of teacher burnout is characterized by three distinct symptoms- (i) exhaustion characterized by a lack of emotional energy and a feeling of being overwhelmed and tired at work, (ii) inadequacy in teacher–pupil interactions 14-that affect teachers’ health and emotional well-being and (iii) cynicism represented by detachment from the job in general as well as from the teaching community 12. Teacher burnout and dispositional traitsĭespite the fact that the teaching profession is already widely recognized as one of the most stressful professions and is highly prone to burnout and mental health disorders 11, 12 due to a high level of job stressors, the new conditions of online teaching, hybrid teaching, asynchronous classes, and social distancing classes have burdened them even more by putting them at risk of experiencing socio-contextual burnout 13. Moreover, the literature offers a solid evidence base supporting that burnout is more than just chronic job exhaustion but rather a depressive condition that requires special attention 8, 9, 10. Stress-related disorders are the main cause of burnout, a psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job 7. In this regard, health care professionals, and social workers as well as teachers are considered to be the groups most exposed to symptoms of stress-related disorders 6. These vulnerable groups have begun to take shape as studies on the effects of the pandemic on various social groups have progressed. However, for some professionals, these challenges have been even greater, with new working conditions adding extra stress to an already difficult situation 5. Moreover, the prolonged situation of continuous evolution and the unpredictable changes generated by the spread of the coronavirus in its new forms are associated with family stress, loss of activities and occupations, social and economic instability, disturbance of the feeling of belonging, and new ways of working, all of which test people’s ability to recover and increase the risk of mental health difficulties 2, 3, 4.
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The unprecedented situation generated by the coronavirus pandemic has led to a significant change in the quality of individuals’ professional and personal lives, bringing with it considerable dangers to their mental health 1. Tailored programs of intervention are necessary. Our results can inform specialists about the role of emotionality in the occurrence of teacher burnout and the greater vulnerability of experienced teachers in the context of remote learning.
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This study is the first to explore teacher burnout during the COVID-19 pandemic in relation to dispositional traits based on the HEXACO model using a person-centered approach. In terms of sociodemographic variables, gender and rural/urban teaching environment did not have significant impact on teacher burnout profiles, but professional experience did.
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Our results showed a significant correlation between all six HEXACO personality traits and teacher burnout based on the variable-centered method, but the LPA highlighted that only the emotionality trait was antecedent of profile membership. Latent profile analysis (LPA) identified five latent profiles: “No burnout risk” (41.3%), “Low burnout risk” (21.9%), “Cynics” (7.7%), “Exhausted and cynics” (16.1%), and “High burnout risk” (13%). Data were collected from 522 teachers (77% women M age = 37.45 years, SD = 9.28) in November 2021. The main aims of this study were to identify distinct teacher burnout profiles and examine their association with HEXACO personality factors and sociodemographic variables. Although it is well-known that teaching is one of the most stressful jobs, teacher burnout during the COVID-19 pandemic has not been thoroughly investigated.