Occupational Burnout of Greek Primary Education Teachers
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The occupational burnout resulting from the high levels of stress which teachers face is a phenomenon that may have severe consequences on both teachers themselves and the educational process as a whole. Factors contributing to primary education (P.E.) teachers’ occupational burnout are also the constant requirements for professional development, increased workload, difficult working conditions and high expectations from parents and society. The work-related stress that P.E. teachers face is a serious issue that calls for attention and must be dealt with, both by teachers themselves and the educational system stakeholders overall. What are Greek P.E. teachers’ views about the occupational burnout and the factors causing it? What are the consequences of the occupational burnout of P.E. teachers on themselves and the educational process? How are teachers dealing with it? This paper aims at answering these questions.
Introduction
Stress is a common phenomenon nowadays. Who doesn’t suffer from stress today? Moorhead and Griffin (2004) mention that stress can be defined as a psychosomatic reaction of the body when a person is required to deal with stressful situations such as daily routines, pressing and demanding working conditions, etc. If a person’s stress manifests to a limited extent, this can be considered a normal reaction. But if a person suffers from increased stress levels and is constantly in a mental state of tension, panic, fear, disappointment, depression or anger, or when a person cannot fulfil daily commitments and underperforms, then this person faces health issues and needs psychological and medical care (La Marca, 2016).
The teaching profession is considered one of the most stressful ones internationally (Aloeet al., 2014; Cooper & Travers, 2012). Kyriakou (2015) considers the teaching profession ‘particularly stressful’. As Kantas (2009) points out, the teaching profession is considered particularly stressful because it is one of the professions offering social service. Scheuchet al. (2015) point out that research undertaken in several European countries showed that many teachers suffer from stress in their working environment due to other professional groups. Moreover, research findings showed that those teachers who worked in collaborative school environments, without constant interventions and without stress, felt self-confidence and had lower stress levels (Flooket al., 2013). On the contrary, there was a worrying picture for those teachers who had higher stress levels and were led to occupational burnout because they had to work in pressing school environments for more hours, with threats setting assessment as a condition for their professional progression and with classrooms considered ‘disobedient’ (Klassen, 2010; Scherzinger & Wettstein, 2019).
In education, there are several factors that can cause intense stress to teachers, often leading to occupational burnout. Such factors include frequent and unannounced changes in the educational system, teachers’ personal assessment as a condition for professional progression, invasive parents and low salaries.
More specifically, frequent reforms in the legislative framework of the educational system cause intense work-related stress to the teaching community (Bahri & Ayca, 2016; Cooper & Rothmann, 2013; Von der Embseet al., 2019). Especially in Greece, changes in the educational system are a common phenomenon made by the various governments without prior information and training of the teachers to help them successfully respond to the new developments. Changes such as the organisation and implementation of ‘Skills workshops’, evaluation of the teaching work, various circulars of the Ministry of Education, Religious Affairs and Sports, and the tight deadlines to implement a series of orders create additional burden and unbearable strain to teachers. According to Nilet al. (2010), the changes paired with the preparation of classes, correction of assignments, organisation of extracurricular activities, classroom management, and the constant pressure to make sure that the children develop the required skills increase their bureaucratic workload. Therefore, teachers are expected to fulfil a multifaceted role, which has become far more complex and demanding than in the past.
Moreover, educational policy (Law 4823/2021; Joint Ministerial Decision number 9950/GD5/2023; GG388/B/2 7-1-2023) puts pressure on the teachers to participate in individual assessment as a condition for their professional progression (a permanent position for newly appointed teachers and progression). Recently, the situation has been further complicated in Greek schools since education officials are addressing newly appointed teachers with strictness, asking them to comply with the recommendations of the Ministry of Education, Religious Affairs and Sports; the adoption of such an attitude results in the dissemination of further stress, anxiety and uncertainty among the education community and especially newly appointed teachers.
Another factor that can lead teachers to occupational burnout concerns pushy and invasive parents or ‘helicopter parents’ as they are referred to in international literature (Stamatis & Nikolaou, 2022; Wilhelm & Esdar, 2014). ‘Helicopter parents’ believe that teachers are responsible for all the problems of education and the erosion of the prestige and credibility of the educational system, maybe because their trust in school has been shaken in general (Badenes-Riberaet al., 2022; McMahonet al., 2023). Quite often, when parents are informed about their children’s delinquent behaviour, they become verbally aggressive against teachers, deriding or insulting them. In several cases, teachers or teachers’ associations have suffered for a long time and dedicated their valuable time to respond to unsubstantial, multipage accusations and irrational reproaches of parents against them. Lewis and Forman (2002) mention that things become even worse when parents’ motivation serves other purposes (personal, family, ideological or social), which they attempt to transfer into the school environment.
Another factor that contributes to occupational burnout is the average age of the teachers serving in Greek primary education, which is 50 years old. Moreover, those teachers who need to work outside their place of residence face financial issues (Spyriadou & Koutouzis, 2022). The meagre salary of 850–900 euros, in combination with high rentals, the high cost of fuel and the exponential increase of prices in food items currently observed in Greece, oblige teachers to live in poverty. In some cases, several teachers who do not receive any support from the government, the local community and other stakeholders are forced to quit and thus abandon their profession prematurely (Jani, 2017).
Skaalvik and Skaalvik (2020) point out that international research findings suggest that teachers’ occupational burnout causes physical problems such as chest pain, reduced appetite, intense sweating, tachycardia, high blood pressure, etc. Moreover, teachers manifest several psychological symptoms, such as anger, constant fear, irritability, depression, lack of interest in life, etc. Constant psychological pressure and the adverse and uncertain working conditions that teachers face in many European countries can lead to occupational burnout, causing them to lose interest in their job, be less effective in classroom management as well as in the teaching and learning process, with an ultimate negative impact on the quality of the education they provide (Armstrong, 2006).
Further research findings show that, to reduce teachers’ high-stress levels and to prevent occupational burnout, various techniques are adopted aiming at their health and wellbeing as well as at the reduction of healthcare costs (Agyaponget al., 2022; Chang, 2022). According to Kim and Gurvitch (2020), to deal with stress in their working environment and to avoid occupational burnout, teachers must set priorities and utilise their free time in the best possible way, trying to keep a healthy work-life balance. Moreover, as Chesaket al. (2019) point out, teachers must be involved in physical activities. They should also participate in educational programmes, such as stress management, conflict resolution, emotional intelligence, resilience and other programmes (Luthar, 2006; Schoepset al., 2019). As Rutter (2006) underscores, boosting relationships and strengthening positive links with individuals who understand, have empathy and can offer counselling and psychological support are a positive step against occupational burnout.
Research Rationale
Teachers’ work-related stress is a special and decisive factor because it influences both their physical and mental health, as well as the quality of the provided educational work, leading them progressively to occupational burnout. Are primary education teachers in Greece living in stressful conditions in their work environment? Can their stress levels be a source of concern? What are the main problems that cause stressful situations for teachers and lead them to physical, emotional and, ultimately, occupational burnout? How are teachers dealing with stress in their school environment? Does the government understand the severity of the issue both for teachers themselves and for the educational system overall? The research rationale of this paper is developed in this context.
Research Aim
The goal of this research was to ascertain the way in which Greek primary education teachers perceive stress in their work environment. The research also aimed to identify the main factors that may contribute to teachers’ occupational burnout, examine the consequences of occupational burnout and how this influences teachers but also the quality of the teaching and learning process, and point to strategies that could support teachers’ professional ‘wellbeing’.
This paper focused on the following research questions:
1) Are you facing stress in the school environment?
2) How would you describe work-related stress?
3) What are the main factors in your work environment that cause occupational burnout?
4) What do you consider to be the consequences of occupational burnout?
5) Could you please mention the strategies you apply to prevent occupational burnout?
Method
Research Implementation
To conduct the research, the steps described in this section were followed. First, the technique of semi-structured interview was used. Deterding and Waters (2018) stress that this technique is the most widespread method of data collection in qualitative research. It was based on a structured questionnaire. It made it possible to describe the perceptions, experiences, attitudes and emotional reactions of primary education teachers to some questions, using quantitative data so as to generalise the findings, to the extent this was possible, and to ensure impartiality and objectivity in research (Cohenet al., 2008). The semi-structured interview questionnaire includes five predetermined questions focused on specific topics. All participants were asked the same questions, with the same wording and in the same order.
In the next stage, interviews with the target population were conducted. In a context of respect, familiarity, sympathy and trust between the two parties (researcher–interviewees), teachers responded willingly despite their workload and the conditions that prevailed in the school environment. After the completion of the above procedure, the research data were recorded and then statistically analysed (Ntavlamanou, 2022).
Research Sample
The research target population consisted of 60 primary education teachers of various specialities serving on the island of Rhodes. Of them, 45 were teachers (PE70) (75%), 9 were English language teachers (PE06) (15%) and 6 were physical education teachers (PE11) (10%). As can be seen, the majority of the participants were teachers (PE70). 12 male and 48 female teachers participated in the research. Consequently, the majority of the participants were women. 12 individuals (20%) belonged to the participants’ age group 24–34. 30 individuals (50%) belonged to the age group 35–45. 8 individuals (13%) belonged to the age group 46–56. 10 individuals (17%) belonged to the age group 56+. Age-wise, the largest sample share belonged to the age group 35–45. The majority of the participants, namely 30 teachers, had 11–20 years of service, corresponding to a 50% share. A share of 20%, corresponding to 12 participants, had less than 10 years of service in education, while 13%, corresponding to 8 teachers, had 21–30 years of service. Only 17%, corresponding to 10 participants, stated that they had more than 31 years of service. The research took place during the last quarter of 2024.
Materials and Measures
To achieve the objective and investigate the research questions of this paper, the semi-structured interview was used as the data collection method. Prior to the interview, the participants were informed about the research topic, the aim, methodology, freedom of choice regarding their participation in the research, anonymity, and personal data protection.
The interviews were conducted in places where the participants felt more comfortable, without any feelings of fear, hesitation or nervousness, so as not to have external stimuli (e.g., noise, interruptions from other individuals, etc.) that could distract them. The interview took place in time slots selected by the participants so as to extract their answers to the research questions of this paper smoothly (Robson, 2010).
Data Analysis
Descriptive and inferential statistics were used for data analysis. The questionnaire was developed around two axes, as follows:
a) Closed-ended and open-ended questions (3 questions, A.1–A.3)
b) Open-ended questions (2 questions, B.1–B.2).
The first axis included 3 closed-ended and open-ended questions (A.1.–A.3.). Of the 3 questions, only question A.1. of this axis was of a binary scale with standardised answers (YES–NO) and examined whether the participants faced stress in the school environment where they worked, answering the 1st research question. For the analysis of the data of the remaining 2 questions (A.2. and A.3.), the Likert scale was chosen, which is the most widespread measurement scale. Question A.2. contained 5 sentences in Likert scale, with 5-point answers (from 1: completely agree to 5: completely disagree) and concerned the way in which teachers perceive work-related stress, answering the 2nd research question. Next came question A.3., which contained 5 sentences in Likert scale, with 5-point answers (from 1: completely agree to 5: completely disagree) and focused on the main factors considered by teachers as factors causing occupational burnout, answering the 3rd research question.
The second axis included 2 open-ended questions (B.1.–B.2.). Question B.1. contained 5 sentences in Likert scale, with 5-point answers (from 1: completely agree to 5: completely disagree) and concerned the consequences of occupational burnout on teachers’ health and performance in successfully fulfilling their teaching and administrative tasks, answering the 4th research question. Question B.2. contained 4 sentences on a Likert scale, with 5-point answers (from 1: completely agree to 5: completely disagree) and concerned the strategies applied by the participants to prevent occupational burnout, answering the 5th research question.
Closed-ended and Open-ended Questions
This section presents the research findings by axis. The first axis refers to the descriptive analysis of the participants’ demographic data, followed by the analysis of their answers to the research questions.
Results
Are You Facing Stress in the School Environment?
The 60 teachers who participated in this research stated that they faced stressful situations during the school year, despite the efforts they made, the organisation of classes, the teaching preparation and design, the use of ICT, the organisation and implementation of study visits, the participation in competitions, the participation in in-school professional development activities, annual professional development seminars, various educational programmes, etc.
How Would you Describe Work-related Stress?
When the teachers who participated in the research were asked about how they perceived the concept of stress in their work environment, it emerged that they considered it an unpleasant situation that causes negative feelings such as anger, disappointment, and distress. Moreover, it causes physical strain and psychological tension; they feel intense pressure because they believe that their personality is threatened. The majority of teachers replied that it is a situation combining emotional, physical, and mental tension, a reaction to intense pressure, and demands in the management of the classroom and the broader school environment that exceeds their capacity to handle them effectively.
What are the Main Factors in Your Work Environment that Cause Occupational Burnout?
When asked about the main factors that teachers consider as factors contributing to occupational burnout, they talked about uncertain working conditions, such as the unpleasant working environment, bad relationships with colleagues or heads, the fear of being fired or losing their job, the low salaries, and the unclear roles and tasks. Another cause they mentioned was the constant administrative demands and workload because they have taken over too many responsibilities and tasks to be completed within tight deadlines. Another factor is the pressure on their performance so as to ensure that students have developed the required skills, have been taught the required curriculum, and have performed excellently in their exams. In addition, the constant assessment of teachers and comparison with other teachers contribute to the creation of a feeling of concern. However, the majority of teachers consider that the difficult relationships with parents and students, the high expectations of parents who think they know everything, the frequent interventions in their educational work, the lack of respect and trust, and the general disdain of teachers are a “nightmare” for the educational community and the main source of occupational burnout.
Open-ended Questions
What Do You Consider to be the Consequences of Occupational Burnout?
The teachers considered that occupational burnout causes various physical problems, such as tiredness, headaches, sleep problems or even heart problems. Moreover, it can create behavioural issues and feelings of tension, disappointment, anger, depression or despair. In addition, it can have a negative impact on their performance, the effectiveness of teaching and classroom management, and, therefore, on the quality of educational work. However, the majority of teachers replied that constant pressure can lead them to occupational burnout, which they considered the most important consequence because they lose the joy of teaching and interest in their job.
Could You Please Mention the Strategies you Apply to Prevent Occupational Burnout?
To prevent occupational burnout, teachers participated in stress management programmes, which proved to be very beneficial. The provision of counselling and the creation of support groups among the teachers were also helpful. They tried to improve the working conditions in the school environment by seeking better communication among teachers, correct utilisation and management of human resources, and workload reduction through the distribution of responsibilities and tasks. The majority of teachers stated that they try to keep a healthy work-life balance.
Discussion and Conclusion
The results of the statistical processing of the research data led to useful conclusions about the research questions. More specifically, all 60 teachers of different specialities who participated in this research served during the last quarter of 2024 in public primary schools on the island of Rhodes, the region of South Aegean, and the prefecture of Dodecanese. The percentage of participation of the teachers in this survey is considered satisfactory given that the research and semi-structured interviews took place towards the end of the school year when teachers’ workload was particularly increased.
To record the views of the participants regarding occupational burnout, semi-structured interviews, with closed-ended questions based on a binary scale with standardised answers (YES–NO), as well as open-ended questions, were used as methodological tools for the research data collection.
Regarding the 1st research question about whether the participants are facing stressful situations in their work environment, all participants gave a positive answer. This finding confirms other research findings, which showed that the teaching profession is considered a profession with high stress levels, particularly stressful because it is one of the professions offering social service (Aloeet al., 2014; Cooper & Travers, 2012; Kantas, 2009; Kyriakou, 2015; Scherzinger & Wettstein, 2019).
Regarding the 2nd question, which asked the teachers to describe how they perceive the concept of work-related stress that can lead them to occupational burnout, the answers showed that it is an unpleasant situation that can create intense physical strain, psychological tension, negative feelings and intense pressure, because they are expected to solve, immediately and effectively, daily problems that arise in the school environment. This finding confirms other research findings, which showed that work-related stress is considered a psychosomatic reaction of the individual’s body when the individual is required to deal with increased demands and high expectations and when subject to intense pressure that the individual finds it hard to deal with (Flooket al., 2013; Klassen, 2010; La Marca, 2016; Moorhead & Griffin, 2004; Scherzinger & Wettstein, 2019).
Regarding the 3rd question about the main causes that, according to the teachers, can lead to occupational burnout, the answers showed that they come from various factors such as relationships with parents and students, assessment, performance pressure, uncertain working conditions, and workload. This finding confirms other research findings, which showed that constant requirements for professional development, difficult working conditions, increased workload, high demands and expectations from parents and society lead teachers to occupational burnout (Bahri & Ayca, 2016; Badenes-Riberaet al., 2022; Cooper & Rothmann, 2013; Jani, 2017; Kyriakou, 2015; McMahonet al., 2023; Spyriadou & Koutouzis, 2022; Von der Embseet al., 2019).
Regarding the 4th research question concerning the most important consequences of occupational burnout, the participants considered that it causes them various physical, mental and behavioural issues such as fatigue, headaches, sleep problems, feelings of tension, disappointment, anger, depression or despair. This finding confirms other research findings, which showed that constant pressure can lead teachers to occupational burnout, which can have a negative impact on their performance and the effectiveness of teaching and classroom management, and serious consequences on the teaching work quality, leading them to lose the joy of teaching and interest in their job (Armstrong, 2006; Skaalvik & Skaalvik, 2020).
Finally, regarding the 5th question that focused on the strategies for the prevention of occupational burnout, the participants mentioned they try to set priorities and keep a healthy work-life balance, participate in various educational programmes (e.g., on stress management, conflict resolution, etc.), develop strong links with colleagues who experience similar circumstances, understand them and offer counselling and psychological support, and try to improve their working conditions. This finding confirms other research findings, which showed that to cope with occupational burnout, teachers strengthen friendship links with individuals characterised by empathy and offering counselling and mental support (Agyaponget al., 2022; Chang, 2022; Kim & Gurvitch, 2020; Luthar, 2006; Rutter, 2006; Schoepset al., 2019).
To conclude, this paper showed that P.E. teachers in Greece consider the main cause of occupational burnout the difficult relationships between parents and students. The high expectations and pressures coming from parents, their criticism and the blame they put on teachers, whom they consider an easy target, should be taken seriously by the government, and measures should be taken to protect teachers against inappropriate parental behaviour. A specific legislative framework is urgently needed to clarify the rights and obligations of not only teachers but also parents in the interpersonal links they develop in the education environment. The Ministry of Education should also ensure legal protection so as to make sure that teachers can solve everyday problems of school life without being afraid that they will be accused or sued. This could happen if there were provisions for parents who do not collaborate appropriately but make unsubstantiated and unclear accusations or use threatening and insulting language against teachers. At the same time, both parents and teachers should participate in programmes focusing on mediation and improvement of communication skills so as to solve their disagreements in the best possible way.
Limitations
In every research work, obstacles can influence the extraction of conclusions. In this case, the time of conduct of the research was problematic because teachers had to deal with increased administrative workload due to the end of the school year. Although the research sample was satisfactory and ensured validity, the research conclusions cannot be generalised.
The participants’ replies are considered sincere, even though they expressed subjective views. The participants’ answers may have been influenced by the closed-ended questions, which did not leave them enough margin to expand on their views. Therefore, an attempt was made to provide simple questions for complex issues, and the interviewees were not given the possibility to answer many open-ended questions and further disclose their views.
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