INTERNATIONAL COMPARISON OF TEACHER BURNOUT: UTILISING THE MASLACH INVENTORY BETWEEN ROMANIA AND VARIOUS EUROPEAN CONTEXTS

Alexandra Diana Zbanca, Emanuele Isidori, Vlad Teodor Grosu, Horatiu Dacian Ghejan

Abstract


This article synthesises findings from many studies employing the MBI to assess burnout tendencies across diverse educational settings. A comparative investigation reveals that in Northern and Western European countries, where professional development, mental health support, and enhanced working conditions are prioritised, burnout rates tend to be lower. This study does a comparative analysis of teacher burnout in Romania and various European nations with the Maslach Burnout Inventory (MBI), a recognised tool for assessing emotional exhaustion, depersonalisation, and reduced personal achievement among educators. This research synthesises contemporary empirical studies to analyse cross-national disparities in burnout levels, emphasising notable socio-economic, cultural, and policy-related aspects that influence variations in teacher well-being across Europe.This study examines cultural variations and commonalities in teacher burnout. We employed the Maslach Burnout Inventory Education Survey (MBI-ES) to construct a latent model of burnout across diverse countries. Ultimately this article, underscores the imperative of a coordinated global initiative to improve teacher well-being. By analysing burnout from a comparative European perspective, policymakers and educators can discern best practices and develop focused interventions to enhance teacher retention, work satisfaction, and overall educational outcomes. The Maslach Burnout Inventory is an essential instrument for evaluating and managing burnout patterns in various educational settings. Because of cultural, societal, and socio-economic reasons, teacher burnout is becoming a bigger problem in Europe. The Maslach stress Inventory (MBI) will be used in this study to compare the amounts of teacher stress in different European countries. This study looks at emotional exhaustion, depersonalisation, and personal achievement to find trends and outside factors that affect the health and happiness of teachers. The study adds to our knowledge of how rules in schools, the amount of work teachers have, and support systems affect the number of teachers who get burned out. These findings could help shape policy changes and programs to improve people's health all over Europe.


Keywords


Burnout, stress, reduce achievement, Depersonalization

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References


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DOI: https://doi.org/10.32043/gsd.v9i2.1414

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