Keywords
work overload
emotional exhaustion
active coping
evasive coping
university teachers
emotional exhaustion
active coping
evasive coping
university teachers
How to Cite
Work Overload and Emotional Exhaustion in University Teachers: Moderating Effects of Coping Styles. (2019). Universitas Psychologica, 18(2), 1-12. https://doi.org/10.11144/Javeriana.upsy18-2.woee
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Abstract
Changes in the education system in Ecuador have increased the workload of university teachers, producing stress and burnout. This study analyses the relation between work overload, coping styles and emotional exhaustion in a sample of 202 university teachers by using a hierarchical regression model analysis. The results show that work overload and evasive coping are positively related to emotional exhaustion, while active coping is negatively related to emotional exhaustion. Evasive coping moderated the relationship between work overload and emotional exhaustion so that teachers who use more evasive coping in situations of high work overload experience less burnout than teachers who use this coping style less. Finally, we discuss the limitations of this study and its theoretical and practical contributions for university professors in Latin American contexts.
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Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101-126. https://doi.org/10.1007/s10648-013-9244-0.
Álvarez Flores, D. (2007). Satisfacción y fuentes de presión laboral en docentes universitarios de Lima. Persona, 10, 49-97. Retrieved from http://www.redalyc.org/articulo.oa?id=147112813004
Andrews, M. C., & Kacmar, K. M. (2014). Easing employee strain: The interactive effects of empowerment and justice on the role overload-strain relationship. Journal of Behavioral and Applied Management, 15(2), 43-58. Retrieved from https://www.questia.com/library/journal/1P3-3232814681/easing-employee-strain-the-interactive-effects-of
Austria, F., Cruz, B., Herrera, L., & Salas, J. (2012). Relaciones estructurales entre estrategias de afrontamiento y síndrome de Burnout en personal de salud: un estudio de validez externa y de constructo. Universitas Psychologica, 11(1), 197-206. https://doi.org/10.11144/Javeriana.upsy11-1.reea
Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. https://doi.org/10.1080/10409289.2016.1168227
Carson, R. L., Tsouloupas, C. N., & Barber, L. K. (2012). Burnout and coping strategies across primary and secondary public-school teachers. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 195-218). Greenwich, Connecticut: Information Age Publishing, Inc.
Chan, D. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809-823, https://doi.org/10.1080/01443410.2011.608525.
Chennoufi, L., Ellouze, F., Cherif, W., Mersni, M., & M'rad, M. F. (2012). Stress and burnout among tunisian teachers. L´Encéphale, 38(6), 480-487. https://doi.org/10.1016/j.encep.2011.12.012.
Chen, S., Ma, J., & Zhu, J. (2014). Relation of job burnout to locus of control and coping style in higher vocational college teachers. Chinese Mental Health Journal, 28(4), 293-297. Retrieved from https://caod.oriprobe.com/articles/41504627/Relation_of_job_burnout_to_locus_of_control_and_co.htm
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Consejo de Educación Superior. (2012). Reglamento de carrera y escalafón del profesor e investigador del sistema de educación superior. Registro oficial RPC-SO-037-Nº. 265-2012. Ecuador.
Cooper, C. L., Sloan, S. L., & Williams, S. (1988). Occupational Stress Indicator Management Guide. Windsor: NFER- Nelson.
David, I. C., & Quintao, S. (2012). Burnout in teachers: Its relationship with personality, coping strategies and life satisfaction. Acta Medica Portuguesa, 25(3), 145-155.
De Beer, L. T., Pienaar, J., & Rothmann, S. Jr. (2016). Work overload, burnout, and psychological ill-health symptoms: a three-wave mediation model of the employee health impairment process. Anxiety, Stress & Coping, 29(4), 387-399. https://doi.org/10.1080/10615806.2015.1061123
Deodhar, J. K., & Goswami, S. S. (2017). Structure, process, and impact of a staff support group in an oncology setting in a developing country. Industrial psychiatry journal, 26(2), 194-200. https://doi.org/10.4103/ipj.ipj_59_16
Dewe, P., & Trenberth, L. (2004). Work stress and coping: drawing together research and practice. British Journal of Guidance and Counseling, 32(2), 143-156. https://doi.org/10.1080/03069880410001692201
Garay, J., Farfán, M.C., & Moysen, A. (2010). Afrontamiento en un grupo de docentes universitarios. Interpsiquis 2010: 11º Congreso virtual de Psiquiatría. Retrieved from http://hdl.handle.net/10401/957
García-Arroyo, J., & Osca, A. (2017). Coping with burnout: Analysis of linear, non-linear and interaction relationships. Anales de Psicología, 33(3), 722-731. http://dx.doi.org/10.6018/analesps.33.3.279441
García-Arroyo, J., & Osca, A. (2018). Effect sizes and cut-off points: a meta-analytical review of burnout in latin American countries. Psychology, health & medicine, 23(9), 1079-1093. https://doi.org/10.1080/13548506.2018.1469780
García- Arroyo, J. A., Osca, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism, Psychology & Health, 34(6), 733-753. https://doi.org/10.1080/08870446.2019.1568013
Gomes, A. P. R., & dos, R. Q. (2011). Burnout, satisfaçäo com a vida, depressäo e carga horária em professores. Análise Psicológica, 29(2), 335-344. https://doi.org/10.14417/ap.56
Grigorescu, S., Cazan, A. M., Grigorescu, O. D., & Rogozea, L. M. (2018). The role of the personality traits and work characteristics in the prediction of the burnout syndrome among nurses-a new approach within predictive, preventive, and personalized medicine concept. EPMA Journal, 9(4), 355-365. https://doi.org/10.1007/s13167-018-0151-9
Guerrero, E. (2003). Análisis pormenorizado de los grados de burnout y técnicas de afrontamiento del estrés docente en profesorado universitario. Anales de Psicología, 19(1), 145-158.
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2018). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and
Health: Journal of the International Society for the Investigation of Stress, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Ibañez, E., Bicenty, A., Thomas, Y., & Martínez, J. (2011). Prevalencia y factores asociados al Síndrome de Burnout en docentes de odontología Fundación Universitaria San Martín, año 2011. Revista Colombiana de Enfermería, 7(7), 105-111. https://doi.org/10.18270/rce.v7i7.1453
Ilaja, B., & Reyes, C. (2016). Burnout y estrategias de inteligencia emocional en profesores universitarios: Implicaciones en la salud laboral educativa. Psicología desde el Caribe, 33(1), 31-46. https://doi.org/10.14482/psdc.33.1.8081
Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Journal of Mathemmatical Science and Technology Education, 13(7), 3379-3392. https://doi.org/10.12973/eurasia.2017.00734a
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support. Educational Psychology, 31(7), 843-856, https://doi.org/10.1080/01443410.2011.608650.
Laurence, G. A., Fried, Y., & Raub, S. (2016). Evidence for the need to distinguish between self-initiated and organizationally imposed overload in studies of work stress. Work & Stress, 30(4), 337-355. https://doi.org/10.1080/02678373.2016.1253045
Lazarus, R. S., & Folkman, S. (1991). The concept of coping. In A. Monat & R. S. Lazarus (Eds.), Stress and coping: An anthology.(3rd ed., pp. 189-206). New York, NY: Columbia University Press.
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89-100. https://doi.org/10.1016/j.burn.2016.09.001
Lin, H., Probst, J. C., & Hsu, Y. (2010). Depression among female psychiatric nurses in southern Taiwan: Main and moderating effects of job stress, coping behavior and social support. Journal of Clinical Nursing, 19(15-16), 2342-2354. https://doi.org/10.1111/j.1365-2702.2010.03216.x
Mark, G., & Smith, A. P. (2012). Effects of occupational stress, job characteristics, coping, and attributional style on the mental health and job satisfaction of university employees. Anxiety, Stress & Coping: An International Journal, 25(1), 63-78. https://doi.org/10.1080/10615806.2010.548088
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Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28(3), 458-486. https://doi.org/10.2307/4126479.
Nguyen, L. D., & Ermasova, N. (2018). Task, relationship and work overload stress orientations of Russian and Dutch working adults: does gender make a difference? International Journal of Business and Emerging Markets, 10(4), 341-359. https://doi.org/10.1504/IJBEM.2018.095711
Nowakowska-Domagala, K., Jablkowska-Gorecka, K., Kostrzanowska-Jarmakowska, L., Mortoń, M., & Stecz, P. (2015). The interrelationships of coping styles and professional burnout among physiotherapists: a cross-sectional study. Medicine, 94(24), e906. https://doi.org/10.1097/MD.0000000000000906
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Álvarez Flores, D. (2007). Satisfacción y fuentes de presión laboral en docentes universitarios de Lima. Persona, 10, 49-97. Retrieved from http://www.redalyc.org/articulo.oa?id=147112813004
Andrews, M. C., & Kacmar, K. M. (2014). Easing employee strain: The interactive effects of empowerment and justice on the role overload-strain relationship. Journal of Behavioral and Applied Management, 15(2), 43-58. Retrieved from https://www.questia.com/library/journal/1P3-3232814681/easing-employee-strain-the-interactive-effects-of
Austria, F., Cruz, B., Herrera, L., & Salas, J. (2012). Relaciones estructurales entre estrategias de afrontamiento y síndrome de Burnout en personal de salud: un estudio de validez externa y de constructo. Universitas Psychologica, 11(1), 197-206. https://doi.org/10.11144/Javeriana.upsy11-1.reea
Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. E. (2016). Teachers’ social–emotional capacity: Factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27(7), 1018-1039. https://doi.org/10.1080/10409289.2016.1168227
Carson, R. L., Tsouloupas, C. N., & Barber, L. K. (2012). Burnout and coping strategies across primary and secondary public-school teachers. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 195-218). Greenwich, Connecticut: Information Age Publishing, Inc.
Chan, D. (2011). Burnout and life satisfaction: Does gratitude intervention make a difference among chinese school teachers in Hong Kong? Educational Psychology, 31(7), 809-823, https://doi.org/10.1080/01443410.2011.608525.
Chennoufi, L., Ellouze, F., Cherif, W., Mersni, M., & M'rad, M. F. (2012). Stress and burnout among tunisian teachers. L´Encéphale, 38(6), 480-487. https://doi.org/10.1016/j.encep.2011.12.012.
Chen, S., Ma, J., & Zhu, J. (2014). Relation of job burnout to locus of control and coping style in higher vocational college teachers. Chinese Mental Health Journal, 28(4), 293-297. Retrieved from https://caod.oriprobe.com/articles/41504627/Relation_of_job_burnout_to_locus_of_control_and_co.htm
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Consejo de Educación Superior. (2012). Reglamento de carrera y escalafón del profesor e investigador del sistema de educación superior. Registro oficial RPC-SO-037-Nº. 265-2012. Ecuador.
Cooper, C. L., Sloan, S. L., & Williams, S. (1988). Occupational Stress Indicator Management Guide. Windsor: NFER- Nelson.
David, I. C., & Quintao, S. (2012). Burnout in teachers: Its relationship with personality, coping strategies and life satisfaction. Acta Medica Portuguesa, 25(3), 145-155.
De Beer, L. T., Pienaar, J., & Rothmann, S. Jr. (2016). Work overload, burnout, and psychological ill-health symptoms: a three-wave mediation model of the employee health impairment process. Anxiety, Stress & Coping, 29(4), 387-399. https://doi.org/10.1080/10615806.2015.1061123
Deodhar, J. K., & Goswami, S. S. (2017). Structure, process, and impact of a staff support group in an oncology setting in a developing country. Industrial psychiatry journal, 26(2), 194-200. https://doi.org/10.4103/ipj.ipj_59_16
Dewe, P., & Trenberth, L. (2004). Work stress and coping: drawing together research and practice. British Journal of Guidance and Counseling, 32(2), 143-156. https://doi.org/10.1080/03069880410001692201
Garay, J., Farfán, M.C., & Moysen, A. (2010). Afrontamiento en un grupo de docentes universitarios. Interpsiquis 2010: 11º Congreso virtual de Psiquiatría. Retrieved from http://hdl.handle.net/10401/957
García-Arroyo, J., & Osca, A. (2017). Coping with burnout: Analysis of linear, non-linear and interaction relationships. Anales de Psicología, 33(3), 722-731. http://dx.doi.org/10.6018/analesps.33.3.279441
García-Arroyo, J., & Osca, A. (2018). Effect sizes and cut-off points: a meta-analytical review of burnout in latin American countries. Psychology, health & medicine, 23(9), 1079-1093. https://doi.org/10.1080/13548506.2018.1469780
García- Arroyo, J. A., Osca, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: the role of national learning assessments and gender egalitarianism, Psychology & Health, 34(6), 733-753. https://doi.org/10.1080/08870446.2019.1568013
Gomes, A. P. R., & dos, R. Q. (2011). Burnout, satisfaçäo com a vida, depressäo e carga horária em professores. Análise Psicológica, 29(2), 335-344. https://doi.org/10.14417/ap.56
Grigorescu, S., Cazan, A. M., Grigorescu, O. D., & Rogozea, L. M. (2018). The role of the personality traits and work characteristics in the prediction of the burnout syndrome among nurses-a new approach within predictive, preventive, and personalized medicine concept. EPMA Journal, 9(4), 355-365. https://doi.org/10.1007/s13167-018-0151-9
Guerrero, E. (2003). Análisis pormenorizado de los grados de burnout y técnicas de afrontamiento del estrés docente en profesorado universitario. Anales de Psicología, 19(1), 145-158.
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2018). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and
Health: Journal of the International Society for the Investigation of Stress, 34(5), 601-611. https://doi.org/10.1002/smi.2820
Ibañez, E., Bicenty, A., Thomas, Y., & Martínez, J. (2011). Prevalencia y factores asociados al Síndrome de Burnout en docentes de odontología Fundación Universitaria San Martín, año 2011. Revista Colombiana de Enfermería, 7(7), 105-111. https://doi.org/10.18270/rce.v7i7.1453
Ilaja, B., & Reyes, C. (2016). Burnout y estrategias de inteligencia emocional en profesores universitarios: Implicaciones en la salud laboral educativa. Psicología desde el Caribe, 33(1), 31-46. https://doi.org/10.14482/psdc.33.1.8081
Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Journal of Mathemmatical Science and Technology Education, 13(7), 3379-3392. https://doi.org/10.12973/eurasia.2017.00734a
Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support. Educational Psychology, 31(7), 843-856, https://doi.org/10.1080/01443410.2011.608650.
Laurence, G. A., Fried, Y., & Raub, S. (2016). Evidence for the need to distinguish between self-initiated and organizationally imposed overload in studies of work stress. Work & Stress, 30(4), 337-355. https://doi.org/10.1080/02678373.2016.1253045
Lazarus, R. S., & Folkman, S. (1991). The concept of coping. In A. Monat & R. S. Lazarus (Eds.), Stress and coping: An anthology.(3rd ed., pp. 189-206). New York, NY: Columbia University Press.
Leiter, M. P., & Maslach, C. (2016). Latent burnout profiles: A new approach to understanding the burnout experience. Burnout Research, 3(4), 89-100. https://doi.org/10.1016/j.burn.2016.09.001
Lin, H., Probst, J. C., & Hsu, Y. (2010). Depression among female psychiatric nurses in southern Taiwan: Main and moderating effects of job stress, coping behavior and social support. Journal of Clinical Nursing, 19(15-16), 2342-2354. https://doi.org/10.1111/j.1365-2702.2010.03216.x
Mark, G., & Smith, A. P. (2012). Effects of occupational stress, job characteristics, coping, and attributional style on the mental health and job satisfaction of university employees. Anxiety, Stress & Coping: An International Journal, 25(1), 63-78. https://doi.org/10.1080/10615806.2010.548088
Marrau, C. (2004). El síndrome de burnout y sus posibles consecuencias en el trabajador docente. Fundamentos de Humanidades, 5(10), 53-68. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=2004369
Mazon, V., Carlotto, M. S., & Câmara, S. (2008). Síndrome de burnout e estratégias de enfrentamento em professores. Arquivos Brasileiros de Psicologia, 60(1), 55-66. Retrieved from http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1809-52672008000100006
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28(3), 458-486. https://doi.org/10.2307/4126479.
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