Burnout and work engagement in teachersAre sex and level taught important?

  1. Rey Peña, Lourdes 1
  2. Extremera Pacheco, Natalio 1
  3. Pena Garrido, Mario 2
  1. 1 Universidad de Málaga
    info
    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

    Geographic location of the organization Universidad de Málaga
  2. 2 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Ansiedad y estrés

ISSN: 1134-7937

Year of publication: 2012

Volume: 18

Issue: 2-3

Pages: 119-129

Type: Article

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Abstract

Although there is substantial research exploring the relationships between background variables (e.g., sex and level taught) and teacher burnout, the research on these dimensions and engagement is much sparser. The purpose of the present study is to explore the potential differences in levels of engagement and burnout in a large sample of teachers depending on their sex and level taught. Responses from 727 Spanish primary and secondary teachers (436 females and 291 males) were analysed. Correlation analyses showed negative and moderate associations among both constructs. In addition, although relatively small, analyses showed significant differences by sex and level taught. Female teachers showed higher scores in all three dimensions of engagement and males reported higher depersonalization. Secondary teachers also reported higher depersonalization and lower personal accomplishment, while primary teachers exhibited higher vigor, dedication and absorption. Further research on burnout and engagement in teachers should consider potential differences according to sex and teaching level.

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