Burnout among kindergarten teachers and associated factors

• Published in: Medicine (Baltimore) 2022-09, Vol.101 (38), p.e30786-e30786
• Main Authors: Ishibashi, Syunsaku, Tokunaga, Akiko, Shirabe, Susumu, Yoshida, Yuri, Imamura, Akira, Takahashi, Kousuke, Kawano, Kojiro, Iwanaga, Ryoichiro, Tanaka, Goro
• Format: Article
• Language: English
• Subjects: Observational Study
• ISSN: 1536-5964; 0025-7974; 1536-5964
• DOI: 10.1097/MD.0000000000030786

Burnout among kindergarten teachers is a subject of great concern. Although burnout is reported to be significantly associated with turnover intention and work engagement, few studies have examined factors associated with burnout among these teachers. Therefore, in the present study, we performed a cross-sectional survey of burnout and associated factors among kindergarten teachers. We distributed 3363 questionnaires to all 205 authorized kindergartens and childcare institutions in Nagasaki Prefecture and received 1086 responses (response rate: 32.3%). The participants were limited to full-time female class teachers. After excluding survey forms with incomplete content, we ultimately examined valid responses from 442 participants. The survey examined burnout (Maslach Burnout Inventory, MBI), teacher stress (Nursery Teacher’s Stress Scale, NTSS), coping behaviors (Brief Scales for Coping Profile, BSCP), and social support (Social Support Scale, SSS). A multiple regression analysis revealed that all 3 MBI subscales were positively associated with “understanding of how to handle children” on the NTSS and negatively associated with “superiors” on the SSS. “Emotional exhaustion” was significantly associated with “interpersonal relations at work” and “lack of time” on the NTSS, and “avoidance and suppression” on the BSCP. “Depersonalization” was significantly associated with age, “disconnect in working conditions” on the NTSS, and “proactive problem solving” and “venting emotions to others” on the BSCP. “Diminished professional accomplishment” was significantly associated with age, “lack of time” on the NTSS, and “proactive problem solving” and “change in perspective” on the BSCP. These results suggest that support from superiors that enables teachers to better understand children and handle them appropriately is necessary to prevent burnout.