Burnout in Italian primary teachers: The predictive effects of trait emotional intelligence, trait anxiety, and job instability
Author(s) / Creator(s)
Mancini, Giacomo
Mameli, Consuelo
Biolcati, Roberta
Abstract / Description
Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers’ personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers’ working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers’ effectiveness and, therefore, pupils’ well-being, resulting in positive educational outcomes.
Keyword(s)
burnout syndrome teachers’ wellbeing trait emotional intelligence anxiety trait job instabilityPersistent Identifier
Date of first publication
2022-05-31
Journal title
Europe's Journal of Psychology
Volume
18
Issue
2
Page numbers
168–180
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Mancini, G., Mameli, C., & Biolcati, R. (2022). Burnout in Italian primary teachers: The predictive effects of trait emotional intelligence, trait anxiety, and job instability. Europe's Journal of Psychology, 18(2), 168-180. https://doi.org/10.5964/ejop.2685
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ejop.v18i2.2685.pdfAdobe PDF - 209.51KBMD5: bad2e29cf9e8fd6058bd9d8ed9c76388
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There are no other versions of this object.
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Author(s) / Creator(s)Mancini, Giacomo
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Author(s) / Creator(s)Mameli, Consuelo
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Author(s) / Creator(s)Biolcati, Roberta
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PsychArchives acquisition timestamp2022-10-28T10:30:04Z
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Made available on2022-10-28T10:30:04Z
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Date of first publication2022-05-31
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Abstract / DescriptionBurnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers’ personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers’ working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers’ effectiveness and, therefore, pupils’ well-being, resulting in positive educational outcomes.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationMancini, G., Mameli, C., & Biolcati, R. (2022). Burnout in Italian primary teachers: The predictive effects of trait emotional intelligence, trait anxiety, and job instability. Europe's Journal of Psychology, 18(2), 168-180. https://doi.org/10.5964/ejop.2685
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/7611
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.8328
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.2685
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Is version ofhttps://doi.org/10.23668/psycharchives.4689
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Is related tohttps://doi.org/10.23668/psycharchives.4689
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Keyword(s)burnout syndromeen_US
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Keyword(s)teachers’ wellbeingen_US
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Keyword(s)trait emotional intelligenceen_US
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Keyword(s)anxiety traiten_US
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Keyword(s)job instabilityen_US
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Dewey Decimal Classification number(s)150
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TitleBurnout in Italian primary teachers: The predictive effects of trait emotional intelligence, trait anxiety, and job instabilityen_US
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DRO typearticle
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Issue2
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Journal titleEurope's Journal of Psychology
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Page numbers168–180
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Volume18
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Visible tag(s)Version of Recorden_US