Exploring career satisfaction, burnout, and compassion fatigue as indicators of the quality of career engagement of public school educators
Notice bibliographique
Résumé
This study explored the experiences of career satisfaction, burnout, and compassion fatigue in public school educators working with students in Primary/Kindergarten through grade 12 in schools in Nova Scotia and West Virginia. The research participants included 184 teachers, counselors, and administrators employed by the Annapolis Valley Regional School Board in Nova Scotia and Monongalia County Board of Education in West Virginia. Participants completed a questionnaire assessing the constructs of compassion satisfaction, burnout, and compassion fatigue that have been conceptualized in this study as indicators of healthy career engagement, career disengagement, and career overengagement, respectively. Participants also responded to a demographic survey and to questionnaires exploring history and residual effects of direct and indirect traumatic experiences. Measures included the Professional Quality of Life: Compassion Satisfaction and Fatigue Subscales - Revision III (ProQOL-CSF-R III), History of Traumatic Experiences (HTE), and Impact of Events Scale - Revised (IES-R) for direct and indirect trauma. Previous career engagement studies with educators focused on career satisfaction and burnout. Very few addressed educator trauma or compassion fatigue. In the current study, evidence of career satisfaction, burnout, and compassion fatigue was found across all educator subgroups. Burnout and compassion fatigue were significantly related with current traumatization status deriving from a history of direct and indirect trauma. Multiple regression analyses provided limited support to the hypothesis that elementary educators would exhibit higher rates of compassion fatigue than middle and high school educators. The hypothesis that classroom teachers at all grade levels would report higher levels of compassion fatigue than counselors and administrators was not supported. Nor was support obtained for the hypothesis that educators with fewer years of experience would be more vulnerable to compassion fatigue than those with lengthier career paths. The inability of demographic characteristics to differentially predict the 26.09% of the sample who scored in the upper quartile for risk for burnout, and 33.15% who scored in the upper quartile for risk for compassion fatigue, suggests that prevention and intervention programs should target all educators across demographic subgroups.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».