Prevalence of burnout syndrome among teachers according to educa-

tional stage and the teaching experience

Esteras, J., Chorot, P. and Sandn, B.

Department of Personality, Assessment and Psychological Treatment, National Distance

Education University (UNED), Madrid, Spain
E-mail: esterasjesus@gmail.com

We can observe in the scientific literature that there are numerous studies that demon-
strate the existence of a significant relationship between burnout syndrome and lack of
health and well-being. It is confirmed that burnout syndrome constitutes a serious risk
not only for the health of teachers, but also for the effects on the education of children
and young people. The present study aims to examine in educational professionals the
prevalence of burnout syndrome according to the educational stage and the teaching
experience. The sample is made up of 171 teachers of Early Childhood, Primary, Sec-
ondary and Baccalaureate. We have used a cross-correlation non-experimental design
with the purpose of describing variables and analyzing their incidence and interrelation
in a single moment and in a single time. The results confirm that there is no association
between the presence of burnout and the variable educational stage, although there is a
clear tendency of increased burnout rates in Primary Education and ESO-baccalaureate,
while the lowest levels of burnout in Education Childish. The experience as a teacher is
not associated with significant differences in the dimensions of burnout syndrome, i.e.,
having more years or less years of teaching experience does not seem to be associated
with burnout.
Key words: Burnout among teachers, educational levels, teaching experience.
1. Introduction
Education professionals are part of a burnout risk group. Teachers have been considered
from the beginning as a risk group suffering from the burnout syndrome (Kyriacou and
Sutcliffe, 1977) [1]. The factors involved in the manifestation and development of
burnout syndrome in the educational field have been identified as stressors that act at
organizational level (educational project, teaching system, etc.), team (relationship with
peers and management, etc. .) and interpersonal (relationship with students, relationship
with parents, etc.) (Schaufeli, 2005) [2].
But we can not think that only discipline problems are decisive factors for burn-
out, but that passive attitudes or lack of student interest in learning also influence the
development of burnout syndrome. Unfortunately, this circumstance is increasingly
evident in the classroom, not only in Secondary School students, but now it is also be-
coming widespread for primary school students. This is evidenced by recent research
that shows a lack of significant differences in burnout scores as a function of the educa-
tional stages, although there is a tendency that is not significant (Salas, 2010) [3]. These
conclusions seem to coincide with those suggested in our research work; not finding
significant differences in relation to burnout and educational stages.We can identify
several risk factors associated with the work environment such as stressors related to
labor demands. Likewise, the educational stage where it is taught seems to be determi-
nant in the development of the burnout syndrome. Thus, higher levels of burnout have
been found in compulsory secondary education teachers compared to other teachers
(Beer and Beer, 1992) [4]. Recent work by Longas et. al. (2012) [5] showed significant
differences according to the educational stage, in the sense that secondary school teach-
ers presented higher values in the dimension of emotional exhaustion than teachers who
taught classes in children or primary. Other authors also confirm these conclusions but
point out that the dimensions that most evidence these differences appear more reveal-
ing in the levels of depersonalization and personal fulfilment (Anderson and Iwanicki,
1984) [6]. However, other studies confirm the absence of a significant relationship be-
tween burnout and the educational stage. In relation to professional seniority, several
studies have observed significant differences in personal fulfillment, where teachers
with a professional experience of 21 to 30 years showed higher levels of personal ful-
fillment Manassero et al. (1995) [7]. More recent studies conclude that the subjects
with a teaching experience of 10 to 15 years are the group of teachers that shows the
highest percentage of burnout (65.52%), while the group of teachers who have a teach-
ing experience of more than 15 years shows a percentage of burnout of 51.25%, being
the lowest percentage of burnout for teachers with less than 10 years of experience
(Ayuso and Guilln, 2008) [8]. While other authors have found no significant relation-
ship between burnout and variables such as levels of education, type of center or years
of teaching experience (Ramos, 1999) [9].
In this same line of results the works of Manassero et al. (1995) [7] with a sam-
ple of 614 teachers from non-university levels (pre-school to high school) in the Bale-
aric Islands (Spain) found in the variable age significant differences for emotional ex-
haustion among the younger groups (under 31 years of age and 31 to 41 years). In rela-
tion to professional seniority, they found significant differences in personal fulfillment,
where teachers with a professional experience of 21 to 30 years showed higher levels of
personal fulfillment. They also observed that there were significant differences in the
level of education in which education is provided; Teachers teaching at the lower levels
(Preschool, Primary and Higher Education Cycle EGB) showed scores in personal ful-
fillment similar to each other and higher than the teachers of Secondary Education.
A study by Gomez et al. (2014) [10] reveals that the highest scores in
depersonalization and emotional exhaustion correspond to teachers who have a
professional experience of 4-5 years and those who exceed 20 years of professional
practice. Teachers who show less depersonalization and fatigue have less than a year of
professional experience. Regarding personal fulfillment, there are statistically
significant differences, with higher scores for teachers with an experience of between
11-20 years. The lowest score corresponds to the group that accumulates less than a
year of professional experience. These results differ from those obtained by Muoz and
Lucero (2009) [11] who found an inverse relationship between years of service and
personal and work performance.
The existing literature on the subject throws contradictory data that suggest to
continue deepening in its study.
2. Method

2.1.Participants
The sample consisted of a total of 171 teachers. Of these, 72.5% were women (n = 124)
and 27.5% were males (n = 47). The age range of the total sample was between 22 and
64 years, and a mean age of 39.23 years (SD = 11.12).
2.2. Measurements
A) Maslach Burnout Inventory: MBI Maslach's burnout inventory (Maslach and Jack-
son, 1981) [12]. is the most widely used measurement instrument in studies of burnout
syndrome and represents the most important instrument of evaluation of burnout and
accepted by the entire scientific community. The inventory consists of 22 items in the
form of statements about the feelings, thoughts and personal attitudes that are experi-
enced at work. They are evaluated with a Likert scale, which indicates the frequency
with which each feeling described in the item is experienced. This frequency scale has
seven degrees ranging from 0 ("Never") to 6 ("Every day").
B) Socio-demographic variables questionnaires. It is an ad-hoc self-made questionnaire
that identifies sociodemographic variables.

2.3. Process
On the one hand, a descriptive cross-sectional design has been used to analyze the inci-
dence and values of each of the variables studied, as well as to make comparative de-
scriptions among subgroups of subjects. The procedure included different stages of im-
plementation, which we will now detail: 1. Communication to the directors of the edu-
cational centers; 2. Second communication to the directors of the centers that have
agreed to participate; 3. Delivery of protocols to teachers; 4. Rules governing protocols.

3. Results
Differences in scores of dimensions of burnout in teachers according to educational
stages. In this section, we examined the extent to which possible differences in burnout
dimensions could be associated with the variable educational stage (infant, primary,
ESO and baccalaureate).Table 1 shows the descriptive statistics (means and standard
deviations) for each MBI dimension as a function of the educational stage. Likewise,
statisticians of the analysis of variance are shown according to the variable educational
stages and dimensions of the MBI. We applied three univariate analysis of variance
(ANOVAs) of one factor (educational stages), for each dimension of burnout (CE, DP
and RP). The results of these analyzes indicate that there are no significantly different
scores in any of the three dimensions of burnout as a function of the educational stages
taught by teachers (see Table 1). Nevertheless, there are differences in the scores of
burnout dimensions between teachers who teach in early childhood education and pri-
mary and secondary school teachers, these differences are not statistically significant;
But it is observed that nursery teachers show a tendency to score lower in emotional
exhaustion and depersonalization and higher in personal fulfillment compared to their
primary and high school ESO colleagues.

Table 1. Mean, standard deviations (SD) and statistical analysis of variance referring to
burnout scores according to educational stages of teachers.

Infant Primary ESO y baccal.

n = 34 n = 93 n = 44
Mean (SD) Mean (SD) Media (SD) F (2, 167) p

CE 15.6 (10.9) 19.0 (11.3) 19.7 (9.7) 1.48 .017

DP 3.6(4.6) 5.3 (5.9) 4.8(4.1) 1.28 .015
RP 37.4(8.6) 35.6 (8.6) 36.0 (9.5) .37 .004

Note: CE = emotional fatigue, DP = depersonalization and RP = personal fulfillment. *p< .05.

Differences in burnout scores in teachers according to years of experience.

It is studied whether there are differences in the burnout dimensions of the participants
as they have more or less years of teaching experience, that is, it is checked if the bur-
nout scores are related to the years of teaching experience. For this we apply three
ANOVAs of one factor (three levels of teaching years), one for each of the dimensions
of burnout. The results, as reflected in Table 2, show no significant differences between
the years of teaching experience and the three dimensions of MBI. However, some dif-
ferences in the measures of the emotional fatigue dimension between teachers with less
than 10 years and teachers between 11 and 20 years of teaching experience seem to be
appreciated, in the sense that teachers with less than ten years of educational experience
have a Mean in less emotional distress (17.3) than professionals who have an education-
al experience of 11 to 20 years (21.1); This group of teachers seems to present the high-
est scores in emotional exhaustion. In Table 2 we show the descriptive statistics (means
and standard deviations) for each MBI scale based on the teaching experience. Statistic-
al analyzes of variance analysis are also presented, according to the years of teaching
experience and the scores on MBI dimensions.

Table 2. Mean, standard deviations (SD) and statistical analysis of variance referred to burnout
dimensions according to years of experience

0-10 years 11-20 years 21-40 years Total

n = 86 n = 37 n = 48 n = 171
Mean (SD) Mean (SD) Mean (SD) F (2,167) p

CE 17.3 (10.3) 21.1 (11.4) 18.7 (11.3) 18.5 (10.9) 1.59 .019
DP 4.6(5.4) 5.0 (4.7) 5.3 (5.5) 4.8 (5.3) .17 .002
RP 36.8(8.2) 35.9(10.3) 34.8 (8.8) 36.1 (8.8) .81 .010

Note: CE = emotional fatigue, DP = depersonalization and RP = personal fulfillment. *p< .05.

Prevalence of burnout syndrome in teachers according to the educational

stage.

We have examined the possible association between the occurrence of burnout syn-
drome and the educational stages taught by teachers applying statistical designs of 3 x 2
contingency tables (ie, children vs. primary vs. ESO / baccalaureate vs syndrome vs.
non-syndrome). We found no significant association between both variables (educa-
tional stages and burnout syndrome), ( (2) = 2.47, n.s). The results confirm that there
is no association between the presence of burnout and the variable educational stage,
that is, the frequencies of participants with burnout syndrome are randomly distributed
among teachers in the different educational stages. However, there are certain differ-
ences in the variable burnout syndrome among teachers who practice teaching in the
stage of early childhood education and primary and secondary school teachers, but these
differences are not statistically significant; But it is observed that teachers of early
childhood education have a lower tendency to suffer burnout syndrome than primary
and high school teachers. It is noticed that in the stage of Infant Education the percent-
age of participants who present the syndrome of burnout is of 14.7%, whereas in upper
stages the percentages surpass 27%, that is to say, almost double of percentage. In our
study, only important differences in the prevalence of burnout syndrome among pre-
school children (14.7%) and the rest of the stages were found in our study, since the
prevalence of burnout syndrome in the Primary Education Stage and ESO are similar
(28% and 27.3%, respectively). (See Table 3 and Figure 1).

Table 3. Frequency, percentage and statistical of the tables of contingency (chi-square) of the
syndrome of burnout according to the educational stages

Infant Primary ESO-baccal.

(n = 34) (n = 93) (n = 44)
Syndrome burnout (2)
No syndrome 29 (85.3%) 67 (72,0%) 32 (72,7%)
Syndrome 5 (14.7%) 26 (28.0%) 12 (27.3%) 2.47

Total 34 (100%) 93 (100%) 44 (100%)

*p<0,05

90%
85,3%
Infantil
80%
Primaria
72,0% 72,7%
70% ESO y Bachillerato

60%

50%

40%

28,0% 27,3%
30%

20%
14,7%

10%

0%
No S
Sndrome de burnout

Figure 1. Percentage of participants with burnout syndrome according

to educational level.
Prevalence of burnout syndrome in teachers according to teaching experience

We studied the association between the presence of burnout syndrome and teacher ex-
perience by applying statistical designs of 3 x 2 contingency tables (ie, 0-10 years vs
11-20 years vs. 21-40 years vs. syndrome vs. no syndrome). The results confirm the
significant association between both variables (educational stages and burnout syn-
drome), ( (2) = 3.95, n.s). The results confirm the lack of association between the
presence of burnout and the variable teaching experience. However, we have observed
some differences in the variable burnout syndrome among teachers who have an experi-
ence of less than 11 years in comparison with other teachers, but these differences are
not statistically significant; But it is evident that teachers with an experience of less than
11 years of age show a lower tendency to suffer from burnout syndrome than teachers
with greater experience (see Table 4 and Figure 2).

Table 4. Frequency, percentage and statistical of the contingency tables (chi-square) of the
burnout syndrome according to the years of experience
0-10 years 11-20 years 21-40 years
(n = 86) (n = 37) (n = 48)
Syndrome burnout (2)
No syndrome 70 (81.4%) 25 (67,6%) 33 (68,8%)
Syndrome 16 (18.6%) 12 (32.4%) 15 (31.3%) 3.95

Total 171(100%) 37(100%) 211(100%)

*p< .05
 90% Experiencia docente
81,4% 0-10 aos
80%
67,6% 11-20 aos
68,8%
70% 21-40 aos

60%

50%

40%
32,4%
31,3%
30%

20% 18,6%

10%

0%
No S

Sndrome de burnout

Figure 2. Frequency and percentage of teachers according to burnout syndrome and experience.

4. Discussion

Recent results such as those found by Longas et. to the. (2012) [5] suggest that secon-
dary and high school teachers show higher scores on emotional exhaustion than those in
lower stages (primary and secondary education). Based on these previous results, we
also expected to find in our research higher scores on the dimensions of burnout and
higher prevalence of burnout syndrome in Secondary Education teachers than in those
of lower levels. Similar results are obtained in the dimensions of burnout, i. e., there are
no significantly different scores in any of the three dimensions of burnout as a function
of the educational stages taught by teachers. Although we do observe that in the stage of
Infant Education the means in emotional exhaustion and depersonalization are signifi-
cantly lower than those of the rest of the educational stages (Primary Education and
ESO-baccalaureate). Likewise, it is verified that the presence of the burnout syndrome
is not related to the variable educational stage. Although it is noticed that in the stage of
Infantile Education the percentage of participants that presents the syndrome of burnout
is very inferior in comparison with superior stages. In the same way, only important
differences in the prevalence of burnout syndrome among Early Childhood Education
and other stages have appeared in our study, since the prevalence of burnout syndrome
in the Primary Education Stage and in ESO-bachillerato is Similary. Our results in terms
of trend are generally consistent with the extensive literature evidence that burnout rates
increase as the educational stages progress (Beer and Beer, 1992) [4]. Although we
could qualify certain results found in our research that evidence a clear trend of in-
creased burnout rates in Primary Education and ESO-baccalaureate and attenuated lev-
els in Early Childhood Education. These data can be explained by the satisfaction with
the students that present the teachers in a differentiated way in each one of the educa-
tional stages. Other authors also point to students' behavior problems as a variable asso-
ciated with burnout (Beer and Beer, 1992) [4]. These attitudes and behaviors of the stu-
dents raise in the teacher a level of satisfaction related to the type of students, and influ-
ences decisively in the educator, since one of the greatest job satisfactions that the
teacher has is generated by the relationship with his students . In this sense, many au-
thors argue that when the person does not find a certain level of satisfaction at work,
this circumstance predisposes to a large extent the onset of burnout syndrome (Lee and
Ashforth, 1993) [13]. But we can not think that only the problems of discipline are de-
cisive factors for the burnout, but that passive attitudes or lack of interest of the students
towards the learning, also influence in the development of the syndrome of burnout.
Unfortunately, this circumstance is increasingly evident in the classroom, not only in
secondary school students, but now is also being generalized to primary school students.
This is evidenced by recent research that shows a lack of significant differences in
burnout scores as a function of the educational stages, although there is a trend that is
not significant (Salas, 2010) [3]. Other authors have found no significant relationship
between burnout and variables such as teaching levels, type of center or years of teach-
ing experience (Ramos, 1999) [9]. These conclusions seem to coincide with those sug-
gested in our research work; Not finding significant differences in relation to burnout
and educational stages. It could be interpreted in the light of these considerations and
results that the relationship that was supposed to be between burnout and the variable
educational stage, is not so much in teaching at one stage or another, but in more deci-
sive variables that directly affect The affectivity of teachers. Thus, in our study, a weak
relationship between burnout and the variable educational stage was observed, but the
variables related to satisfaction with the type of students, satisfaction with teaching
work and work stress were effective in predicting Levels of burnout. Consequently we
can interpret that the educational stage where teaching is taught does not seem to be so
determinant in the development of the burnout syndrome, at least in these social mo-
ments in which we live, but that the determining variables would be related to job satis-
faction and work stress that May or may not be associated with educational stages at
different social moments. That is to say that certain behaviors and / or attitudes of stu-
dents that were previously more typical of stages of adolescence and were determining
factors for the development of burnout syndrome, now, these attitudes of passivity and
lack of interest are becoming more generalized. The students towards learning at the
earliest stages of Primary Education, and consequently their effects on burnout are
manifesting; this would explain why recent studies are showing no significant differ-
ences between burnout and educational stages. The scores on each one of the dimen-
sions of burnout and the prevalence of burnout syndrome should vary depending on the
years of teaching experience. According to our results, the effect of the factor of years
of teaching experience was statistically not significant for each of the dimensions of
burnout, as for the prevalence of burnout syndrome. Nonetheless, differences in the
means of emotional exhaustion between teachers with less than 10 years and teachers
between 11 and 20 years of teaching experience seem to be appreciated in the sense that
teachers with less than 10 years of educational experience Have a lower mean in emo-
tional exhaustion than teachers who have an educational experience of 11 to 20 years;
The latter group showing the highest scores on emotional exhaustion. These results
seem to be consistent with the scientific literature on the differences in burnout in terms
of years of experience, in the sense that a certain trend is observed but does not prove to
be significant. Thus we find other works that show no relationship between burnout and
years of experience. In spite of all this the existing literature on the subject is contradic-
tory, since results have been presented that show a linear relationship between burnout
and years of experience (Seltzer and Numerof, 1988) [14], while others find a curvilin-
ear relationship and Hock (1988) [15] did not find any relation.
5. Conclusions

From the analysis of the data, it is evident that there are not significantly different scores
in any of the three dimensions of burnout, depending on the educational stages, nor in
relation to years of experience. A similar situation occurs with the presence or absence
of burnout syndrome as a function of these variables. Consequently, we can conclude
that these factors have little influence on the burnout dimensions, nor on the prevalence
of burnout syndrome. In reference to the educational stages, the results suggest that the
relationship that we presupposed should exist with burnout was not direct but associated
with conditions that in previous times appeared in a certain educational stage (Second-
ary Education), but are now being generalized to more stages Early, leading to the dis-
appearance of significant differences between these variables. In reference to the ab-
sence of a significant relationship between burnout and years of experience, our results
show conflicting results that have already been shown in the literature on the subject.
The lack of stability and the contradictions found in the existing literature show reason-
able doubts about the existence of a relationship between burnout and years of expe-
rience, confirming in our work the absence of significant relationship.

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