The Covid-19 pandemic has reshaped many aspects of our lives, but few have felt its impact as acutely as educators. Overnight, teachers across Latin America were thrust into a new reality, transitioning from classrooms to digital platforms, a shift that not only altered their teaching methods but also brought significant psychological challenges (Ramos-Huenteo et al., 2020; Ruiz-Aquino, 2020). Our research with more than two thousand teachers working across Latin America delves into this critical issue, focusing on the prevalence of burnout syndrome among teachers during these unprecedented times.

The unseen struggle behind screens

Burnout in teaching is not new; however, the pandemic intensified this phenomenon. Defined by the seminal work of Freudenberger (1974) and expanded by Maslach and Jackson (1981), burnout encompasses emotional exhaustion, depersonalisation and reduced personal accomplishment. These elements are particularly pronounced in professions with high interpersonal demands – such as teaching.

During the pandemic, educators faced the challenge of adapting to new technologies and the emotional labour of maintaining educational continuity and safeguarding the right to education. Our study surveyed 2,012 teachers from Argentina, Chile, Ecuador and Peru, utilising the Spanish Burnout Inventory (SBI) (Gil-Monte, 2011) to measure levels of burnout across different dimensions: enthusiasm towards the job, psychological exhaustion, indolence and guilt.

A regional perspective on teacher burnout

Our study identified significant differences in burnout among teachers in Latin America during the pandemic. Teachers in Ecuador and Peru were notably enthusiastic about their work despite the challenges posed by the pandemic, whereas those in Chile and Argentina experienced high psychological exhaustion and indolence, respectively. Particularly in Peru, guilt was a significant factor contributing to burnout, indicating that emotional responses to work stress play a critical role in developing burnout. Chile had the highest incidence of burnout, with 13 per cent of teachers severely affected, some of whom also experienced significant guilt, underscoring the need for psychological support. Guilt was a predictive factor in this research, indicating that teachers who feel guilt are more likely to reach critical levels of burnout, regardless of gender, age, school type and country. These findings highlight the complexity of burnout and the importance of addressing emotional factors in its management and prevention.

‘Our findings highlight the complexity of burnout and the importance of addressing emotional factors in its management and prevention.’

Implications for policy and practice and a call for action

These insights are crucial for policymakers and educational institutions aiming to design interventions to mitigate teacher burnout. Addressing psychological stressors and enhancing job satisfaction could protect teacher wellbeing, particularly during crises.

As we continue to navigate the post-pandemic world, it is imperative to recognise and address the emotional and psychological toll on our educators. Their wellbeing is not just essential for their health but is intrinsically linked to the quality of education and the stability of learning environments.

We invite you to join us at the upcoming BERA Conference 2024 and WERA Focal Meeting, where we will discuss these findings in greater detail. Our study contributes to the global discourse on teacher wellbeing and underscores the need for comprehensive strategies to support educators facing such profound challenges. Let us collectively advocate for policies and practices that safeguard our educators’ health and enhance the educational experience for all stakeholders.

This blog post relates to a paper presented at the BERA Conference 2024 and WERA Focal Meeting on Wednesday 11 September at 9:00am. Find out more by searching the conference programme here.

References

Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30(1), 159–
165. https://doi.org/10.1111/J.1540-4560.1974.TB00706.X

Gil-Monte, P. (2011). CESQT. Burnout syndrome assessment questionnaire. TEA. https://web.teaediciones.com/CESQT–CUESTIONARIO-PARA-LA-EVALUACION-DEL-SINDROME-DE-QUEMARSE-POR-EL-TRABAJO.aspx

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113. https://doi.org/10.1002/JOB.4030020205

Ramos-Huenteo, V., García-Vásquez, H., Olea-González, C., Lobos-Peña, K., & Sáez- Delgado, F. (2020). Percepción docente respecto al trabajo pedagógico durante la COVID-19. CienciAmérica, 9(2), 334–353. https://doi.org/10.33210/CA.V9I2.325

Ruiz-Aquino, M. (2020). El desafío de la presencialidad a la virtualidad en la educación superior en tiempos de pandemia. DesaYos, 11(1), e136–e136. https://doi.org/10.37711/DESAFIOS.2020.11.1.136