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The Role of Guilt in the Relationship Between Teacher's Job Burnout Syndrome and the Inclination Toward Absenteeism

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The Role of Guilt in the Relationship Between Teacher's Job Burnout Syndrome and the Inclination Toward Absenteeism Revista de Psicodidáctica ISSN: 1136-1034 [email protected] Universidad del País Vasco/Euskal Herriko Unibertsitatea España Rabasa, Beatriz; Figueiredo-Ferraz, Hugo; Gil-Monte, Pedro R.; Llorca-Pellicer, Marta The Role of Guilt in the Relationship Between Teacher’s Job Burnout Syndrome and the Inclination Toward Absenteeism. Revista de Psicodidáctica, vol. 21, núm. 1, 2016, pp. 103-119 Universidad del País Vasco/Euskal Herriko Unibertsitatea Vitoria-Gazteis, España Available in: http://www.redalyc.org/articulo.oa?id=17543420006 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Revista de Psicodidáctica, 2016, 21(1), 103-119 ISSN: 1136-1034 e-ISSN: 2254-4372 www.ehu.eus/revista-psicodidactica © UPV/EHU DOI: 10.1387/RevPsicodidact.13076 The Role of Guilt in the Relationship Between Teacher’s Job Burnout Syndrome and the Inclination Toward Absenteeism Beatriz Rabasa, Hugo Figueiredo-Ferraz, Pedro R. Gil-Monte, and Marta Llorca-Pellicer Unidad de Investigación Psicosocial de la Conducta Organizacional (UNIPSICO) University of Valencia Abstract Previous studies have shown that guilt feelings seem to be involved in job burnout process. However, the exact nature of the relationship between burnout, guilt and the inclination toward absenteeism is unclear. The aim of this study was to analyse the role of guilt in the relationship between burnout and the inclination toward absenteeism. The sample in this cross-sectional study was composed of 120 Spanish teachers. A path analysis model was tested. The hypothesized model showed an adequate data fit, including for the mediator role of guilt in the relationship between burnout and the inclination toward absenteeism. The results of this study recommend taking guilt into account as a symptom of burnout in order to perform a more reliable diagnosis of the syndrome and its consequences. Keywords: burnout, guilt, teachers, absenteeism. Resumen Estudios anteriores han demostrado que los sentimientos de culpa parecen estar involucrados en el pro- ceso del síndrome de quemarse por el trabajo (SQT). Sin embargo, la naturaleza exacta de la relación entre el SQT, culpa, y la inclinación al absentismo no es clara. El objetivo de este estudio fue analizar el papel de la culpa en la relación entre el SQT y la inclinación al absentismo. La muestra de este estudio transversal estuvo compuesta por 120 profesores españoles. Se ha testado un modelo de path análisis. El modelo hipotetizado mostró un ajuste de datos adecuado, incluyendo el papel mediador de la culpa en la relación entre el SQT y la inclinación al absentismo. Los resultados de este estudio recomiendan tomar en consideración la evaluación de la culpa como un síntoma del SQT con el fin de desarrollar un diagnóstico más fiable del síndrome y sus consecuencias. Palabras clave: síndrome de quemarse por el trabajo, culpa, profesores, absentismo. Acknowledgment: This research was supported by the Ministerio de Economía y Competividad (MI- NECO) (Spanish Government), and FEDER funds. Grant: PSI2013-48185-R. Correspondence concerning this article should be addressed to Hugo Figueiredo-Ferraz, Fac- ulty of Psychology (Dep. of Social Psychology), Av. Blasco Ibáñez, 21, 46010 Valencia, Spain. Phone: +34-963983381 / Fax number: +34-963864668. E-mail: [email protected] BEATRIZ RABASA, HUGO FIGUEIREDO-FERRAZ, PEDRO R. GIL-MONTE, 104 AND MARTA LLORCA-PELLICER Introduction educational settings (Kosir, Tement, Licardo, & Habe, 2015), showing A relevant problem in the cur- that workers in the education sec- rent literature on job burnout is the tor are a high-risk population with lack of studies that contribute to un- a strong prevalence of work-related derstanding the structure of this phe- stress (Wiegel, Sattler, Göritz, & nomenon and its underlying causal Diewald, 2015). processes (Cox, Tisserand, & Taris, Studies on burnout in teachers 2005). The models of the processes suggest that the levels of burnout involved in the relationships be- among these professionals are ele- tween the dimensions or symptoms vated and can be positively associ- of burnout are confusing and make ated with poor health. The research it difficult to recognize the phenom- has identified physiological and enon in its early stages. psychological symptoms associated Although the Maslach Burnout with burnout in teachers, such as a Inventory model (MBI) (Maslach & more negative perception of their Jackson, 1981) has been the lead- state of general health and psycho- ing paradigm in the research on the somatic problems (Watts & Robert- processes underlying burnout, some son, 2011). alternative models have hypothe- Previous studies have identified sized different types of burnout that psychological stressors associated more closely match the clinical ex- with burnout, such as work over- perience (Vanheule, Lievrouw, & load (Doménech-Betoret, 2009) and Verhaeghe, 2003). In some of these role ambiguity (Avargues, Borda, & models, guilt feelings have been López, 2010) in samples of teach- identified as one of the most de- ers. structive burnout factors (Price & Work overload is present when Murphy, 1984). Farber and Miller the task demands exceed the work- (1981) identified guilt feelings as er’s capacity to carry them out; a symptom of burnout in teachers. that is, when there is an imbal- More recently, Gil-Monte (2005, ance between what is asked of the 2012) incorporated guilt feelings worker and what he/she can ful- into a theoretical model to explain fil. Work overload can be quantita- different burnout profiles in order tive or qualitative (INSHT, 2002), to reach a more complete diagno- and it has been pointed out in dif- sis, distinguish among people af- ferent studies as one of the most in- fected by the syndrome, and recog- tense sources of stress in the profes- nize the syndrome’s influence on sional collective of teachers (Kerr, health problems and absenteeism. Breen, Delaney, Kelly, & Miller, The intensity and sources of 2011). Various studies with teach- strain related to teachers’ work are a ers have concluded that work over- topic of growing interest in different load is one of the most important Revista de Psicodidáctica, 2016, 21(1), 103-119 THE ROLE OF GUILT IN THE RELATIONSHIP BETWEEN TEACHER’S JOB BURNOUT SYNDROME AND THE INCLINATION TOWARD ABSENTEEISM 105 predictors of burnout in this collec- rect their own errors, and ask for tive and strongly related to the emo- forgiveness. However, even though tional component of the syndrome guilt has prosocial effects (Cohen, (Hakanen, Bakker, & Schaufeli, Panter, & Turan, 2013), excessive 2006). or inappropriate levels of guilt can Role ambiguity can be defined produce a dysfunctional and preju- as a worker’s state of uncertainty dicial experience as either psycho- about his/her job due to a lack of logical and/or somatic symptoms information about it (Kahn, Wolfe, in some cases (Pineles, Calle, & Quinn, Snoek, & Rosenthal, 1964). Koenen, 2006). Role ambiguity is a relevant predic- Guilt seems to be involved tor of burnout in teachers according in the burnout process (Farber & to different studies (Beehr, Bowl- Miller, 1981; Maslach, 1982; ing, & Bennett, 2010), and spe- Price & Murphy, 1984). Accord- cifically of the cognitive compo- ing to Farber and Miller (1981) nent of burnout (Rubino, Luksykte, “the symptomatic manifestations of Perry, & Volpone, 2009). teacher burnout are anger, anxiety, Guilt is defined as disagreeable irritability (...), cynicism, guilt...” and remorseful feelings associated One frequent cause of guilt feel- with the awareness that one has vi- ings in professionals is the presence olated, or is capable of violating, a of negative thoughts about others moral norm. Unlike shame, where and about the negative and cynical the focus of attention involves a way they have treated the end-users. negative assessment of the global Some professionals underestimate self, guilt involves a negative as- the influence of situations on behav- sessment of a specific behaviour iour, and they interpret their experi- (Tangney & Tracy, 2012). From ences as a reflection of some anom- an interpersonal approach (Bau- alous functioning of the personality, meister, Stillwell, & Heatherton, leading them to blame themselves 1994), guilt has been described as for not doing their job well. As a re- a social emotion linked to commu- sult, they develop feelings of failure nal relations. The origins, functions and loss of self-esteem (Maslach, and processes of guilt have impor- 1982, p. 5). tant interpersonal aspects, as it is a In addition, these professionals variable that reinforces the ties in could feel that they are becoming interpersonal relations. Guilt has the cold and dehumanized people, and symbolic role of reaffirming one’s this experiences leads them to reaf- commitment to another person and firm their commitment to others and the responsibility of taking care of the responsibility of taking care of him/her. Guilt feelings have proso- them (Baumeister et al., 1994), thus cial effects, as they motivate peo- producing higher levels of burn- ple to make peace with others, cor- out. According to Chang (2009), Revista de Psicodidáctica, 2016, 21(1), 103-119 BEATRIZ RABASA, HUGO FIGUEIREDO-FERRAZ, PEDRO R. GIL-MONTE, 106 AND MARTA LLORCA-PELLICER for many teachers guilt is an un- ment
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