IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i17p6882-d403448.html
   My bibliography  Save this article

Burnout Syndrome, Engagement and Goal Orientation in Teachers from Different Educational Stages

Author

Listed:
  • Pablo Usán Supervía

    (Departament of Psychology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
    OPIICS Research Group, University of Zaragoza, 50009 Zaragoza, Spain)

  • Carlos Salavera Bordás

    (Departament of Psychology, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain
    OPIICS Research Group, University of Zaragoza, 50009 Zaragoza, Spain)

Abstract

Teaching is a demanding occupation, physically, mentally, and emotionally, that, depending on personal characteristics, can have a negative impact on health and personal wellbeing, which can affect the way professors work and teach in schools. The aim of this study is to analyze the relationship between burnout, engagement, and goal orientation in a sample of teachers from different educational stages. The sample comprised 576 teachers from different schools, both male (N = 244; 42.36%) and female (N = 332; 57.63%) aged between 21 and 65 years (M = 38.55; DT = 12.15). The instruments used were the Maslach Burnout Inventory–General Survey (MBI-GS), the Work Engagement Scale (UWES) and the Perception of Success Questionnaire (POSQ). The results revealed that task orientation presents a significant correlation with engagement and self-efficacy, and negative correlation with burnout, in line with adaptive behaviors, and that ego orientation is correlated with engagement and commitment. It is concluded that both forms of goal orientation have a positive effect on teacher commitment and that they help to prevent burnout syndrome and also that self-efficacy plays a role in determining goal orientation in teachers in their work assignments.

Suggested Citation

  • Pablo Usán Supervía & Carlos Salavera Bordás, 2020. "Burnout Syndrome, Engagement and Goal Orientation in Teachers from Different Educational Stages," Sustainability, MDPI, vol. 12(17), pages 1-10, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6882-:d:403448
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/17/6882/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/12/17/6882/
    Download Restriction: no
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6882-:d:403448. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.