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Abstract：
BACKGROUND: Burnout syndrome attributable to cumulative stressors is highly prevalent among teachers. Despite this, knowledge of burnout syndrome among schoolteachers in lower-middle-income countries are limited, therefore we aimed to investigate self-reported occupational burnout syndrome and associated factors among schoolteachers in Nepal.
METHODS: A survey was conducted among randomly selected 37 community schools in Kathmandu, Nepal in 2022, with a total sample of 218 schoolteachers (70% male). Occupational burnout was assessed using the Nepali version of the validated Maslach Burnout Inventory (MBI-ES). MBI-ES consists of 22 items assessing occupational burnout, which were classified into emotional exhaustion (EE, 9 items, score range: 0-45), depersonalization (DP, 5 items, 0-23), and personal accomplishment (PA, 8 items; 3-48). The greater score in EE and DP and the lower score in PA indicate a higher level of burnout. Various socio-demographic, lifestyle, and work-related factors were examined as determinants of occupational burnout using ANOVA and multivariable linear regression models.
RESULTS: The mean scores of EE, DP, and PA were 14.99 (Standard Deviation, SD = 9.79), 4.18 (SD = 4.57), and 42.11 (SD = 6.82) respectively. Poor/moderate work ability contributed to poorer ratings of all three dimensions. Teaching special needs students contributed to EE and DP, whereas low physical activity and alcohol intake were associated with PA only. Younger age, being married, language of teaching, having a disability, sub-optimal physical fitness, poor sleep quality, and ever smoking contributed to EE only.
CONCLUSIONS: Occupational burnout among schoolteachers was relatively high. Marital status, lifestyle behavioral, and work-related factors were associated especially with EE and workability was a strong determinant of all three dimensions.
BACKGROUND: NCT05626543.
METHODS: A survey was conducted among randomly selected 37 community schools in Kathmandu, Nepal in 2022, with a total sample of 218 schoolteachers (70% male). Occupational burnout was assessed using the Nepali version of the validated Maslach Burnout Inventory (MBI-ES). MBI-ES consists of 22 items assessing occupational burnout, which were classified into emotional exhaustion (EE, 9 items, score range: 0-45), depersonalization (DP, 5 items, 0-23), and personal accomplishment (PA, 8 items; 3-48). The greater score in EE and DP and the lower score in PA indicate a higher level of burnout. Various socio-demographic, lifestyle, and work-related factors were examined as determinants of occupational burnout using ANOVA and multivariable linear regression models.
RESULTS: The mean scores of EE, DP, and PA were 14.99 (Standard Deviation, SD = 9.79), 4.18 (SD = 4.57), and 42.11 (SD = 6.82) respectively. Poor/moderate work ability contributed to poorer ratings of all three dimensions. Teaching special needs students contributed to EE and DP, whereas low physical activity and alcohol intake were associated with PA only. Younger age, being married, language of teaching, having a disability, sub-optimal physical fitness, poor sleep quality, and ever smoking contributed to EE only.
CONCLUSIONS: Occupational burnout among schoolteachers was relatively high. Marital status, lifestyle behavioral, and work-related factors were associated especially with EE and workability was a strong determinant of all three dimensions.
BACKGROUND: NCT05626543.
摘要：
背景：可归因于累积压力源的倦怠综合征在教师中非常普遍。尽管如此,中低收入国家教师对职业倦怠综合征的了解有限，因此，我们旨在调查尼泊尔学校教师中自我报告的职业倦怠综合征及其相关因素。
方法：在加德满都随机选择的37所社区学校中进行了一项调查，2022年，尼泊尔共有218名教师（70%为男性）。使用尼泊尔版本的经过验证的Maslach职业倦怠量表（MBI-ES）评估职业倦怠。MBI-ES包括22个评估职业倦怠的项目，被归类为情绪衰竭(EE，9项,得分范围：0-45），去个性化(DP，5个项目,0-23),和个人成就(PA，8项；3-48）。EE和DP的分数越高，PA的分数越低，表明倦怠水平越高。各种社会人口，生活方式,使用ANOVA和多变量线性回归模型检查了与工作相关的因素作为职业倦怠的决定因素。
结果：EE的平均得分，DP,和PA为14.99(标准偏差，SD=9.79),4.18（SD=4.57），和42.11(SD=6.82)。较差/中等的工作能力导致所有三个方面的评级较差。教学特殊需要的学生有助于EE和DP，而低体力活动和酒精摄入仅与PA相关。年龄更小,结婚了,教学语言,有残疾,次优的身体素质，睡眠质量差,吸烟只对EE有贡献。
结论：学校教师的职业倦怠相对较高。婚姻状况,生活方式行为，与工作相关的因素尤其与EE相关，可操作性是所有三个维度的重要决定因素。
背景：NCT05626543。
方法：在加德满都随机选择的37所社区学校中进行了一项调查，2022年，尼泊尔共有218名教师（70%为男性）。使用尼泊尔版本的经过验证的Maslach职业倦怠量表（MBI-ES）评估职业倦怠。MBI-ES包括22个评估职业倦怠的项目，被归类为情绪衰竭(EE，9项,得分范围：0-45），去个性化(DP，5个项目,0-23),和个人成就(PA，8项；3-48）。EE和DP的分数越高，PA的分数越低，表明倦怠水平越高。各种社会人口，生活方式,使用ANOVA和多变量线性回归模型检查了与工作相关的因素作为职业倦怠的决定因素。
结果：EE的平均得分，DP,和PA为14.99(标准偏差，SD=9.79),4.18（SD=4.57），和42.11(SD=6.82)。较差/中等的工作能力导致所有三个方面的评级较差。教学特殊需要的学生有助于EE和DP，而低体力活动和酒精摄入仅与PA相关。年龄更小,结婚了,教学语言,有残疾,次优的身体素质，睡眠质量差,吸烟只对EE有贡献。
结论：学校教师的职业倦怠相对较高。婚姻状况,生活方式行为，与工作相关的因素尤其与EE相关，可操作性是所有三个维度的重要决定因素。
背景：NCT05626543。
