Mood, Physical, and Mental Load in Spanish Teachers of Urban School: The Role of Intensive or Split Shift

Psychosocial risk factors threaten the health of teachers, who are considered to be a group at high risk of suffering burnout syndrome. The objective of this study is to measure the levels of work satisfaction, burnout, engagement, emotional stability, fatigue, and mood of teachers, depending on the...

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Bibliographic Details
Published in:Education and urban society 2020-06, Vol.52 (5), p.759-773
Main Authors: Vilella, Salvador Boix, Zarceño, Eva León, Serrano Rosa, Miguel Ángel
Format: Article
Language:English
Subjects:
Burnout
Comparative analysis
Compensation (Remuneration)
Early Childhood Teachers
Elementary School Teachers
Emotional instability
Emotional Response
Emotions
Fatigue
Fatigue (Biology)
Foreign Countries
Gender differences
Health education
Health promotion
High risk
Job Satisfaction
Mental Health
Physical Health
Psychosocial factors
Research design
Risk factors
School Schedules
Suffering
Supervision
Teacher Burnout
Teacher Characteristics
Teacher Participation
Teacher Supervision
Teachers
Teaching
Teaching Conditions
Urban schools
Work Environment
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Summary:Psychosocial risk factors threaten the health of teachers, who are considered to be a group at high risk of suffering burnout syndrome. The objective of this study is to measure the levels of work satisfaction, burnout, engagement, emotional stability, fatigue, and mood of teachers, depending on their workday: intensive or split shift. A nonexperimental, descriptive–comparative research design is proposed for this study. A follow-up questionnaire has been developed to assess a teacher’s levels of physical fatigue, mental fatigue, and mood at the beginning and end of the 9 days of work analyzed. The study sample consisted of 125 teachers (102 women and 23 men) with a mean age of 38.67 years (SD = 9.51) and 10.02 years of experience in teaching. The results show that the group of teachers working the traditional morning and afternoon shift present greater levels of physical and mental fatigue, worse mood, and less job satisfaction with supervision. However, there were no significant differences in levels of emotional stability, burnout, and engagement between the two groups of teachers. In short, it can be considered that the single morning shift generates higher levels of health among teachers.
ISSN:0013-1245
1552-3535
DOI:10.1177/0013124519884065