Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana

Studies in Learning and Teaching

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Field Value
 
Title Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana
 
Creator Osei, Mavis
Adom, Dickson
Kwene, Ampofo
Tetteh, Nicholas
 
Subject Academic stress
Burnout syndrome
COVID-19
Stress coping mechanism
 
Description This study sought to address burnout syndrome during the COVID-19 global pandemic among visual art teachers in Ghana. The startling intricacies of COVID-19 burnout among Visual Art Teachers (VAT) in Ghana were discovered using an exploratory research approach. 112 participants were surveyed across Senior High Schools Visual Art Teachers in Ghana. Data were analyzed using t-test, regression, and analysis of variance test (F test) to determine whether there were significant differences between the burnout levels and demographic factors. The findings revealed that, the only effects of the burnout that are statistically significant on gender are reduction in productivity or efficacy in teaching difference (t=-4.41, p=0.00(p<0.05)), Sleep disorders (t= -3.22, p=0.02(p<0.05)), short temper (t=-2.84, p=0.006(p<0.05)) and health consequences (t=3.36, p=0.001(p<0.05)). The ANOVA was significant between burnout negative effect among education level F (3, 108) =2.983, p= .035. However, the ANOVA was insignificant between burnout causes, effects, and preventive strategies scores and the ages of the teachers. The findings revealed that the majority of suggestions for burnout prevention fall under the category of personal changes. The study contends that though job responsibilities are high, the primary idea is that individuals have a larger role to play in preventing burnout.
 
Publisher Indonesia Approach Education
 
Date 2021-12-30
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://scie-journal.com/index.php/SiLeT/article/view/88
10.46627/silet.v2i3.88
 
Source Studies in Learning and Teaching; Vol. 2 No. 3 (2021): December; 115-129
2722-1857
2722-399X
10.46627/silet.v2i3
 
Language eng
 
Relation https://scie-journal.com/index.php/SiLeT/article/view/88/67
 
Rights Copyright (c) 2021 Studies in Learning and Teaching
https://creativecommons.org/licenses/by-nc-nd/4.0
 

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