Do the depression, anxiety and stress factors predict the dimension of depersonalization and low personal accomplishment in professorate?
Do the depression, anxiety and stress factors predict the dimension of depersonalization and low personal accomplishment in professorate?
Main Article Content
Abstract
In the last years, the research in burnout is increasing due to its physical and mental problems relationship. Concretely, teaching has been one of the most exposed professions to the study of the working conditions and the effects it carries on. The aim of this work was to analyze, by means of logistic regression analysis, if Depression, Anxiety and Stress are predictors of high levels of Depersonalization and low Personal Accomplishment in teaching staff out of the university field. The final sample consisted of 634 teachers (N=376 men and 258 women). The age range for the total sample was from 29 to 65 years (M age=45.81, SD=13.35). The instruments used were Depression, Anxiety and Stress Scales-21 (DASS-21) and the Maslach Burnout Inventory (MBI). Results indicated that the probability of presenting high Depersonalization and low Personal Accomplishment are greater for each increasing point in the Depression, Anxiety and Stress variables. In conclusion, the findings of this study reveal an advance in the study of Depersonalization and low Personal Accomplishment in education professionals.
References
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Moriana-Elvira, J.A., y Herruzco, J. (2005). El síndrome del burnout como predictor de bajas laborales de tipo psiquiátrico. Clínica y Salud, 16(2), 161-172.
Nagelkerke, N.J.D. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78(3), 691-692.
Naz, F., Atta, M., y Iqbal-Malik, N. (2017). Teacher self-efficacy as determining factors of burnout among college teachers. Journal of Research in Social Sciences 5(2), 105-120.
Oramas-Viera, A., Almirall-Hernández, P., y Fernández, I. (2007). Estrés Laboral y el Síndrome de Burnout en Docentes Venezolanos. Salud de los Trabajadores, 15(2), 71-87.
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Restrepo-Ayala, N., Colorado-Vargas, G.O., y Cabrera-Arana, G.A. (2006). Desgaste emocional en docentes oficiales de Medellín, Colombia, 2005.Revista de Salud Pública, 8(1), 63-73.
Rui-Gomes, A.R., Montenegro, N., Da Costa-Peixoto, A.M.B.C., y Da Costa-Peixoto, A.R.B.C. (2010). Stress ocupacional no ensino: um estudo com professores dos 3º ciclo e ensino secundário [Occupational stress in teaching: a study with high school teachers]. Psicologia y Sociedade, 22(3), 587-597.
Salanova, M., Llorens, S., y García-Renedo, M. (2003). ¿Por qué se están “quemando” los profesores? Prevención, trabajo y salud, 28, 16-20.
Seisdedos, N. (1997). MBI Inventario Burnout de Maslach. Madrid: Tea Ediciones.
Siegrist, J., Siegrist, K., y Weber, I. (1986). Sociological concepts in the etiology of chronic disease:the case of ischemic herat disease. Social Science and Medicine, 22(2), 247-253.
Skaalvik, E.M., y Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Skaalvik, E.M., y Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799.
Skaalvik, E.M., y Skaalvik, S. (2017). Dimensions of teacherburnout: relations with potential stressors at school. Social Psychology of Education, 20(4), 775-790. Turner, R. J., Wheaton, B., y Lloyd, D.A. (1995). The epidemiology of social stress. American Sociological Review, 60(1), 104-125.
Vera, M., Salanova, M., y Martín, B. (2010). Profesorado universitario y su bienestar laboral. La importancia del triple perfil laboral. Electronic Journal of Research in Educational Psychology, 8(2), 581-602.
Yu, X., Wang, P., Zhai, X., Dai, H., y Yang, Q. (2015). The effectof work stress on job burnout among teachers: the mediating role of self-efficacy. Social Indicators Research, 122(3), 701-708.
Bados, A., Solanas, A., y Andrés, R. (2005). Psychometric properties of the Spanish version of depression, anxiety and stress scales (DAS). Psicothema, 17(4), 679-683.
Burke, R.J., Greenglass, E.R., y Schwarzer, R. (1996). Predicting teacher burnout over time: effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress y Coping: An International Journal, 3, 261-275.
Cladellas, R., y Castelló, A. (2011). Percepción del estado de salud y estrés de profesorado universitario en relación con la franja horaria de docencia. Electronic Journal of Research in Educational Psychology, 9(1), 217-240.
Cockerham, W.C. (2001). Handbook of medical sociology. Nueva York: Prentice-Hall.
Cornejo-Chávez, R., y Quiñónez, M. (2007). Factores asociados al malestar/bienestar docente. Una investigación actual. REICE: Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 5(5), 75-80.
Correia, T., Gomes, A.R., y Moreira, S. (2010). Stresse ocupacional em profesores do ensino básico: um estudo sobre as diferenças pessoais e profissionais. In C. Nogueira, I. Silva, L. Lima, A.T. Almeida, R. Cabecintas, R. Gomes, C. Machado, A. Maia, A. Sampaio, y, M.C. Taveira (Eds.), Actas VII Simpósio Nacional de Investigação em Psicologia (pp.1477-1493). Lisboa: Associação Portuguesa de Psicologia.
Díaz-Bambula, F., López-Sánchez, A.M., y Varela-Arévalo, M.T. (2012). Factores asociados al síndrome de burnout en docentes de colegios de la ciudad de Cali, Colombia [Factors associated to burnout syndrome in high school teachers in Cali, Colombia]. Universitas Psychologica, 11(1), 217-227.
Fernández, M.P. (2017). Relación entre desgaste ocupacional y manifestaciones psicosomáticas en una muestra de docentes colombianos de la ciudad deSanta Marta. Archivos de Medicina, 17(1), 78-90.
Figueiredo-Ferraz, H., Gil-Monte, P.R., Grau-Alberola, E., Llorca-Pellicer, M., y García-Juesas, J.A. (2012). Influence of some psychosocial factors on mobbing and its consequences among employees working with people intellectuall disabilities. Journal of Applied Research in Intellectual Disabilities, 25(5), 455-463.
Frenzel, A.C., Pekrun, R., Goetz, T., Daniels, L.M., Durksen, T.L., Becker-Kurz, B., y Klassen, R.M. (2016). Measuring teacher’s enjoyment, anger, and anxiety: the teacher emotions scales (TES). Contemporany Educational Psychology, 46, 148-163.
Grau, A., Suñer, R., y García, M.M. (2005). Desgaste profesional en el personal sanitario y su relación con los factores personales y ambientales [Burnout syndrome in health workers and relationship with personal and environmental factors]. Gaceta Sanitaria, 19(6), 463-470.
Howlett, M., Doody, K., Murray, J., Le-Blanc-Duchin, D., Fraser, J., y Atkinson, P.R. (2015). Burnout in emergency department healthcare professionals is associated with coping style: a cross-sectional survey. Emergency Medicine Journal, 32(9), 722-727.
Husain, W., Gulzar, A., Aqueel, M., y Rana, A. (2016). The mediating role of depression, anxiety and stress between job strain and turnover intentions among male and female teachers. Journal of Social Sciences, 10(1), 48-57.
Llorca-Rubio, J.L., y Gil-Monte, P.R. (2014). Prevención de riesgos laborales y su relación con el género de los trabajadores [Occupational risks prevention and their relationships to workers’ gender]. Saúde e Sociedade, 22(3), 727-735.
Lovibond, P.F., y Lovibond, S.H. (1995). The structure of negative emotional states. Comparison of the Depression Anxiety Stress Scales (DAS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343.
Maslach, C., y Jackson, S.E. (1986). Maslach Burnout Inventory (2ª ed, 1981 1ª ed.). Palo Alto, California: Consulting Psychologists Press.
Maslach, C., y Schaufeli, W.B. (1993). Historical and conceptual development of burnout. En W. Schaufeli, C. Maslach, y T. Marek (Eds.),Professional burnout:recent developments in theory and research(pp.1-16). Washington: DC. Taylor y Francis.
Mechanic, D. (1976). Stress illness and illness behavior. Journal of Human Stress, 2(2), 2-6.
Moreno-Jiménez, B., González, J.L., y Garrosa, E. (2001). Desgaste profesional (burnout), personalidad y salud percibida. En J. Buendía y F. Ramos (Eds.), Empleo, estrés y salud(pp.59-83). Madrid: Pirámide.
Moriana-Elvira, J.A., y Herruzco, J. (2005). El síndrome del burnout como predictor de bajas laborales de tipo psiquiátrico. Clínica y Salud, 16(2), 161-172.
Nagelkerke, N.J.D. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78(3), 691-692.
Naz, F., Atta, M., y Iqbal-Malik, N. (2017). Teacher self-efficacy as determining factors of burnout among college teachers. Journal of Research in Social Sciences 5(2), 105-120.
Oramas-Viera, A., Almirall-Hernández, P., y Fernández, I. (2007). Estrés Laboral y el Síndrome de Burnout en Docentes Venezolanos. Salud de los Trabajadores, 15(2), 71-87.
Pinto, D.R., de Almeida, T.E.P., y Miyazaki, M.C.O.S. (2010). A saúde e estresse ocupacional em médicos. Arquivos de Ciências da Saúde, 17(4), 201-205.
Restrepo-Ayala, N., Colorado-Vargas, G.O., y Cabrera-Arana, G.A. (2006). Desgaste emocional en docentes oficiales de Medellín, Colombia, 2005.Revista de Salud Pública, 8(1), 63-73.
Rui-Gomes, A.R., Montenegro, N., Da Costa-Peixoto, A.M.B.C., y Da Costa-Peixoto, A.R.B.C. (2010). Stress ocupacional no ensino: um estudo com professores dos 3º ciclo e ensino secundário [Occupational stress in teaching: a study with high school teachers]. Psicologia y Sociedade, 22(3), 587-597.
Salanova, M., Llorens, S., y García-Renedo, M. (2003). ¿Por qué se están “quemando” los profesores? Prevención, trabajo y salud, 28, 16-20.
Seisdedos, N. (1997). MBI Inventario Burnout de Maslach. Madrid: Tea Ediciones.
Siegrist, J., Siegrist, K., y Weber, I. (1986). Sociological concepts in the etiology of chronic disease:the case of ischemic herat disease. Social Science and Medicine, 22(2), 247-253.
Skaalvik, E.M., y Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Skaalvik, E.M., y Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799.
Skaalvik, E.M., y Skaalvik, S. (2017). Dimensions of teacherburnout: relations with potential stressors at school. Social Psychology of Education, 20(4), 775-790. Turner, R. J., Wheaton, B., y Lloyd, D.A. (1995). The epidemiology of social stress. American Sociological Review, 60(1), 104-125.
Vera, M., Salanova, M., y Martín, B. (2010). Profesorado universitario y su bienestar laboral. La importancia del triple perfil laboral. Electronic Journal of Research in Educational Psychology, 8(2), 581-602.
Yu, X., Wang, P., Zhai, X., Dai, H., y Yang, Q. (2015). The effectof work stress on job burnout among teachers: the mediating role of self-efficacy. Social Indicators Research, 122(3), 701-708.