Burnout and well-being among higher education teachers: Influencing factors of burnout
Sirinthip Pakdee, Pimploy Cheechang, Rachatawan Thammanoon, Sittisak Krobpet, Nitita Piya-amornphan, Pavarud Puangsri, Rik Gosselink
Abstract
Teacher burnout is a barrier to improving the quality of the educational system, and research focusing on this issue is still required. The present study aimed to investigate the prevalence of burnout among higher education teachers in Thailand. The association between burnout and well-being was determined. The affecting factors of each burnout dimension were also clarified. There were 410 participants across all regions in Thailand who participated in this cross-sectional study. The scores from the Maslach Burnout Inventory, the National Aeronautics and Space Administration Task Load Index, the Pittsburgh Sleep Quality Index, the Depression Anxiety Stress Scale, and the World Health Organization Quality of Life were reported. Musculoskeletal symptoms were also observed to affirm burnout. A high prevalence of burnout among the teachers was observed, which was also associated with their well-being. Age and workload were found to affect emotional exhaustion. Higher working hours as well as work experience also affected the depersonalization domain. Reduced personal accomplishment was dependent on salary. The present study supported the idea that monitoring burnout and risks at both personal and organizational levels may promote precise self-care and welfare for preventing and relieving burnout holistically.