000125798 001__ 125798
000125798 005__ 20240731103332.0
000125798 0247_ $$2doi$$a10.3390/ijerph20064866
000125798 0248_ $$2sideral$$a133359
000125798 037__ $$aART-2023-133359
000125798 041__ $$aeng
000125798 100__ $$aOzamiz-Etxebarria, Naiara
000125798 245__ $$aPrevalence of burnout among teachers during the Covid-19 pandemic: a meta-analysis
000125798 260__ $$c2023
000125798 5060_ $$aAccess copy available to the general public$$fUnrestricted
000125798 5203_ $$aSince the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33–71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies (I2 = 99%, p-value < 0.001), and the prevalence of burnout was higher in women and school teachers (compared to university educators), and lower in American studies. This meta-analysis concludes that teachers worldwide experienced a high rate of burnout during the COVID-19 pandemic. This has implications not only for the teachers themselves, but also for the quality of the education they were able to provide. This education has an influence on the student population. The possible long-term effects are yet to be determined.
000125798 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000125798 592__ $$a0.808$$b2023
000125798 593__ $$aHealth, Toxicology and Mutagenesis$$c2023$$dQ2
000125798 593__ $$aPublic Health, Environmental and Occupational Health$$c2023$$dQ2
000125798 593__ $$aPollution$$c2023$$dQ2
000125798 594__ $$a7.3$$b2023
000125798 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000125798 700__ $$aLegorburu Fernandez, Idoia
000125798 700__ $$aLipnicki, Darren M.
000125798 700__ $$aIdoiaga Mondragon, Nahia
000125798 700__ $$0(orcid)0000-0002-7297-6104$$aSantabárbara, Javier$$uUniversidad de Zaragoza
000125798 7102_ $$11011$$2615$$aUniversidad de Zaragoza$$bDpto. Microb.Ped.Radio.Sal.Pú.$$cÁrea Medic.Prevent.Salud Públ.
000125798 773__ $$g20, 6 (2023), 4866 [13 pp.]$$pInt. j. environ. res. public health$$tInternational journal of environmental research and public health$$x1661-7827
000125798 8564_ $$s1880050$$uhttps://zaguan.unizar.es/record/125798/files/texto_completo.pdf$$yVersión publicada
000125798 8564_ $$s2700973$$uhttps://zaguan.unizar.es/record/125798/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000125798 909CO $$ooai:zaguan.unizar.es:125798$$particulos$$pdriver
000125798 951__ $$a2024-07-31-09:47:06
000125798 980__ $$aARTICLE