Distant learning and primary school teacher burnout: Assessing the effect during coronavirus disease (COVID-19) in Jeddah, Saudi Arabia, 2021.

IF 1.9 Q3 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH Journal of Family and Community Medicine Pub Date : 2023-04-01 Epub Date: 2023-04-12 DOI:10.4103/jfcm.jfcm_315_22
Najlaa M Altwaim, Mai S Kadi, Solhi A Alfakeh
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Abstract

Background: Teaching is indeed a very stressful occupation. Owing to the novel coronavirus SARS-CoV-2, certain changes were made in education in Saudi Arabia. A switch to a 100% distant learning in some courses was implemented, thereby increasing the burden on teachers. The aim of this study was to assess the level of burnout and the impact of distant learning on burnout in primary school teachers during the pandemic.

Materials and methods: This cross-sectional study recruited 295 primary school teachers in Jeddah City, Saudi Arabia. Data were collected using self-administered questionnaire having two parts: the first part included questions on sociodemographic charecteristics and the second part included questions related to distant learning and the Arabic version of the Maslach Burnout Inventory. Chi-square test was used to assess association between burnout and various factors. For comparison of mean scores by various factors, analysis of variance (ANOVA) was performed.

Results: A high level of burnout was perceived by 48.4% of the teachers in the dimension of emotional exhaustion, 26.4% in the depersonalization dimension, and 60% in the reduced personal accomplishment dimension. Teachers in the public school showed a higher burnout score than teachers in the private schools. The teachers in 40-50 age group had higher scores than the teachers with other age groups. There were no significant differences in terms of gender and years of experience. A higher proportion of teachers working in private schools had higher personal accomplishment than teachers working in Government schools (P = 0.01). Regarding personal accomplishment and depersonalization subscales, there were differences between the different types of schools. The teachers who believed "distance/E-learning was difficult" had lower personal accomplishment score.

Conclusion: According to the study, primary teachers in Jeddah suffer from burnout. More programs should be implemented to deal with teacher burnout and more research focusing on these groups should be done.

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远程学习和小学教师倦怠:2021年沙特阿拉伯吉达冠状病毒病(新冠肺炎)期间的影响评估。
背景:教书确实是一项压力很大的职业。由于新型冠状病毒SARS-CoV-2,沙特阿拉伯的教育发生了某些变化。一些课程改为100%远程学习,从而增加了教师的负担。本研究的目的是评估疫情期间小学教师的倦怠水平以及远程学习对倦怠的影响。材料和方法:这项横断面研究在沙特阿拉伯吉达市招募了295名小学教师。数据是使用自填问卷收集的,问卷分为两部分:第一部分包括关于社会人口特征的问题,第二部分包括与远程学习和阿拉伯语版Maslach倦怠量表有关的问题。卡方检验用于评估倦怠和各种因素之间的关系。为了比较各种因素的平均得分,进行了方差分析(ANOVA)。结果:48.4%的教师在情绪衰竭维度上、26.4%的教师和60%的教师在个人成就感降低维度上存在较高的倦怠感。公立学校的教师比私立学校的教师表现出更高的倦怠分数。40-50岁年龄段的教师得分高于其他年龄段的老师。在性别和经验年限方面没有显著差异。私立学校教师的个人成就高于公立学校教师(P=0.01)。在个人成就和人格解体分量表方面,不同类型学校之间存在差异。认为“远程/电子学习很难”的教师个人成就感得分较低。结论:吉达市小学教师存在倦怠现象。应该实施更多的项目来解决教师倦怠问题,并对这些群体进行更多的研究。
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来源期刊
Journal of Family and Community Medicine
Journal of Family and Community Medicine PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-
CiteScore
4.00
自引率
3.70%
发文量
20
审稿时长
37 weeks
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