Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-06T11:11:35.597Z Has data issue: false hasContentIssue false

Teacher well-being: Perceived stress, psychosocial risks, and burnout in Morocco

Published online by Cambridge University Press:  27 August 2024

H. Guider*
Affiliation:
1Laboratory of Biology and Health, Faculty of Sciences, Ibn Tofail University, Kenitra
F. Hadrya
Affiliation:
2University Hassan First of Settat, Higher Institute of Health Sciences, Health Sciences and Technologies Laboratory, Settat
M. A. Lafraxo
Affiliation:
1Laboratory of Biology and Health, Faculty of Sciences, Ibn Tofail University, Kenitra
Z. Boumaaize
Affiliation:
1Laboratory of Biology and Health, Faculty of Sciences, Ibn Tofail University, Kenitra
Y. El Madhi
Affiliation:
3Regional Center for Education and Training Professions, Rabat, Morocco
A. Soulaymani
Affiliation:
1Laboratory of Biology and Health, Faculty of Sciences, Ibn Tofail University, Kenitra
A. Mokhtari
Affiliation:
1Laboratory of Biology and Health, Faculty of Sciences, Ibn Tofail University, Kenitra
H. Hami
Affiliation:
1Laboratory of Biology and Health, Faculty of Sciences, Ibn Tofail University, Kenitra
*
*Corresponding author.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

Teachers encounter various challenges that can significantly affect their professional well-being. This issue stands as of paramount importance, for it not only wields influence over job satisfaction but also carries weighty implications for the quality of education provided.

Objectives

This study aims to investigate the factors that affect teachers’ well-being, specifically examining the relationship between perceived stress, psychosocial risks, and burnout among public high school teachers in Tetouan, Morocco.

Methods

A questionnaire survey was conducted among 258 teachers, resulting in a response rate of 57%. Three distinct instruments were used to collect data: The Perceived Stress Scale (PSS) to evaluate perceived stress levels, the Job Content Questionnaire (JCQ) to assess psychosocial risks at work, and the Maslach Burnout Inventory (MBI) for burnout measurement. We examined the bivariate correlations among these three concepts.

Results

The results demonstrate significant associations among the studied factors. Perceived stress has a positive correlation with emotional exhaustion (r=0.51; p<0.01) and depersonalization (r=0.56; p<0.01), and a negative correlation with personal accomplishment (r=-0.31; p<0.01). Additionally, emotional exhaustion has a positive correlation with psychological demand (r=0.38; p<0.01). Depersonalization shows a positive correlation with psychological demand (r=0.18; p<0.05), but a negative correlation with decision latitude (r=-0.30; p<0.01) and social assistance (r=-0.24; p<0.01). Conversely, personal accomplishment presents a positive correlation with decision latitude (r=0.58; p<0.01) and social assistance (r=0.50; p<0.01).

Conclusions

This study underscores the importance of decision latitude and social assistance in promoting personal accomplishment and mitigating burnout among teachers. Nonetheless, further research is required to substantiate these results and determine the fundamental cause and effect relationships.

Disclosure of Interest

None Declared

Type
Abstract
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.