ArticleInternational archives of occupational and environmental health2021
Cross-sectional and longitudinal relationships between psychological violence and teacher burnout.
Article in International archives of occupational and environmental health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Teacher Well-Being and Burnout Resilience: Dimensional Independence, Pandemic Burden, and Profile Analysis in Primary Education.International journal of environmental research and public health · 2026Article
- Stress, Coping and Considerations of Leaving the Profession-A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic.International journal of environmental research and public health · 2022Article
- Occupational burnout among teachers: is it seasonal?Arhiv za higijenu rada i toksikologiju · 2022Article
- The association between pupils´ aggressive behaviour and burnout among Danish school teachers - the role of stress and social support at work.BMC public health · 2022Article
- Burnout Among School Teachers During the COVID-19 Pandemic in Jazan Region, Saudi Arabia.Frontiers in psychology · 2022Article
- The Demand-Control Model and Pupils' Aggressive Behaviour towards Teachers: A Follow-Up Study.International journal of environmental research and public health · 2021Article
- Risk factors for the mental health of basic education teachers in Brazil: integrative review.Revista brasileira de medicina do trabalho : publicacao oficial da Associacao Nacional de Medicina do Trabalho-ANAMTArticle
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThis study aimed to identify cross-sectional and longitudinal relationships between psychological violence (PV) and burnout after two years of follow-up.
methodsThis is a longitudinal study involving 430 public school teachers from a city in southern Brazil. PV was defined as insults by students, humiliation or embarrassment by colleagues or superiors or threats by any member of the school. Burnout was measured using the emotional exhaustion (EE) and depersonalization (DP) subscales of the Maslach Burnout Inventory-Human Services Survey. Analyses were performed using structural equation models in R.
resultsYounger age (β = - .167) and poor/fair relationship with students (β = .275) had a direct effect on PV. Temporary employment (β = - .111) and poor/fair perception of the number of students in the classroom (β = .124) had a direct effect on EE. Cross-sectionally, PV showed a direct effect at both T0 and T1 on EE (T0: β = .435; T1: β = .334) and on DP (T0: β = .332; T1: β = .325). Longitudinally, PV at T0 did not have a significant direct effect on burnout at T1. However, indirect effects of PV on EE (β = .459) and DP (β = .428) at T1 were observed.
conclusionsThe effect of PV on burnout occurs in a short period of time. However, the long-term effect should be considered because there is a cumulative burden of exposure to violence over time.
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