Department of Psychology, Vrije Universiteit Brussel, Brussels, Belgium.
Department of Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium.
Front Public Health. 2022 Dec 12;10:1046435. doi: 10.3389/fpubh.2022.1046435. eCollection 2022.
Due to the COVID-19 pandemic, schools were closed, teachers had to teach from home and after a while, they had to return to the classroom while the pandemic was still on-going. Even before the pandemic, teachers were already more at risk for burn-out syndrome compared to the general population. Furthermore, not much research pertaining to this population has been carried out during the pandemic and so the impact of the pandemic on teachers' risk of burn-out syndrome and recovery need remains unclear. The aim of the current study was to fill this knowledge gap and map out the impact on risk of burn-out syndrome and recovery need at different time points during the pandemic.
At baseline, 2,167 secondary school teachers in Flanders were included in this prospective study. Questionnaire data were obtained at ten different time points between September 2019 and August 2021. To assess risk of burn-out syndrome and its dimensions, the Utrecht Burn-out Scale for Teachers was administered. Need for recovery was assessed using questions adopted from the Short Inventory to Monitor Psychosocial Hazards. The results revealed an initial positive effect of the first lockdown (Mar/Apr 2020) with a decrease in risk of burn-out syndrome [Odds ratio (OR) Jan/Feb 2020-Mar/Apr 2020 = 0.33, < 0.001], emotional exhaustion (EMM Jan/Feb 2020-Mar/Apr 2020 = -0.51, < 0.001), depersonalization (EMM Jan/Feb 2020-Mar/Apr 2020 = -0.13, < 0.001) and recovery need [Estimated marginal mean (EMM) Jan/Feb 2020-Mar/Apr 2020 = -0.79, < 0.001]. No significant effect on personal accomplishment was found ( = 0.410). However, as the pandemic went on, higher risk of burn-out syndrome, emotional exhaustion, depersonalization and recovery need, and lower personal accomplishment were observed.
Despite the initial positive impact on risk of burn-out syndrome, its dimensions and recovery need, a negative long-term impact of the COVID-19 pandemic became visible. This study highlights once again the importance for interventions to reduce teachers' risk of burn-out syndrome, especially in such difficult times as a pandemic.
由于 COVID-19 大流行，学校关闭，教师不得不在家中授课，一段时间后，他们不得不在大流行仍在继续的情况下返回教室。即使在大流行之前，与一般人群相比，教师已经更容易出现倦怠综合征。此外，在大流行期间，针对这一人群的研究并不多，因此大流行对教师倦怠综合征风险和恢复需求的影响仍不清楚。本研究旨在填补这一知识空白，并确定大流行期间不同时间点倦怠综合征风险和恢复需求的影响。
在基线时，弗拉芒地区的 2167 名中学教师被纳入这项前瞻性研究。在 2019 年 9 月至 2021 年 8 月期间，通过十个不同的时间点获得问卷调查数据。为了评估倦怠综合征的风险及其维度，使用教师 Utrecht 倦怠量表进行评估。使用从短式心理社会危害监测问卷中采用的问题来评估恢复需求。结果显示，第一次封锁（2020 年 3/4 月）的最初影响为积极，倦怠综合征风险降低[2020 年 1/2 月与 2020 年 3/4 月相比的优势比（OR）=0.33， < 0.001]，情绪耗竭（2020 年 1/2 月与 2020 年 3/4 月相比的 EMM = -0.51， < 0.001），去人格化（2020 年 1/2 月与 2020 年 3/4 月相比的 EMM = -0.13， < 0.001）和恢复需求[2020 年 1/2 月与 2020 年 3/4 月相比的估计边缘均值（EMM）= -0.79， < 0.001]。未发现对个人成就感的显著影响（ = 0.410）。然而，随着大流行的继续，倦怠综合征、情绪耗竭、去人格化和恢复需求的风险更高，个人成就感更低。
尽管 COVID-19 大流行最初对倦怠综合征及其各维度和恢复需求产生了积极影响，但长期来看，大流行仍产生了负面影响。这项研究再次强调了在大流行等困难时期采取干预措施来降低教师倦怠综合征风险的重要性。
