Core Symptoms of Teachers' Compassion Fatigue and Their Characteristics at Different Career Stages

School Mental Health - Trang 1-14 - 2024
Weilong Xiao1,2, Binghai Sun1, Xiajun Yu3, Danni Xue1, Hui Zhou4
1School of Psychology, Zhejiang Normal University, Jinhua, China
2Research Unit Occupational & Organizational Psychology and Professional Learning, KU Leuven, Leuven, Belgium
3School of Teacher Education, Huzhou University, Huzhou, China
4Jinhua Advanced Research Institute, Jinhua, China

Tóm tắt

Compassion fatigue (CF) is increasingly prevalent among educators, affecting teachers across their career stages. CF tends to emerge early but can persist and intensify. While CF symptoms in teachers have been studied, there is a limited understanding of these symptoms across career stages. To address this knowledge gap, network analysis was employed to identify the core symptoms of CF and the connections between them. A national sample of 3816 teachers completed the Chinese version of the Professional Quality of Life Scale. Core CF symptoms were found to vary by career stage. The early stage centered on feeling “bogged down.” CF in the middle stage was typified by a feeling of being “trapped in the job.” In the mature stage, the symptoms included feeling “on edge” and “depressed due to teaching trauma.” In the late stage, the central symptom was “tiredness and exhaustion.” The findings revealed notable CF differences in teachers’ career stages. Structural variations, symptom connections, and node strengths offer insights for customized interventions. This study enhances our understanding of changes in CF throughout teachers’ careers, which is vital for addressing this issue in education.

Tài liệu tham khảo

Abraham-Cook, S. (2012). The prevalence and correlates of compassion fatigue, compassion satisfaction, and burnout among teachers working in high-poverty urban public schools (Doctoral dissertation, Seton Hall University). Alisic, E., Bus, M., Dulack, W., Pennings, L., & Splinter, J. (2012). Teachers’ experiences supporting children after traumatic exposure. Journal of Traumatic Stress, 25(1), 98–101. https://doi.org/10.1002/jts.20709 Allen, L. Q. (2018). Teacher leadership and the advancement of teacher agency. Foreign Language Annals, 51(1), 240–250. https://doi.org/10.1111/flan.12311 Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016). Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics, 131(3), 1415–1453. https://doi.org/10.1093/qje/qjw016 Beard, C., Millner, A. J., Forgeard, M. J., Fried, E. I., Hsu, K. J., Treadway, M. T., & Björgvinsson, T. (2016). Network analysis of depression and anxiety symptom relationships in a psychiatric sample. Psychological Medicine, 46(16), 3359–3369. https://doi.org/10.1017/S0033291716002300 Bell, S., Hopkin, G., & Forrester, A. (2019). Exposure to traumatic events and the experience of burnout, compassion fatigue and compassion satisfaction among prison mental health staff: An exploratory survey. Issues in Mental Health Nursing, 40(4), 304–309. https://doi.org/10.1080/01612840.2018.1534911 Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001 Berliner, D. C. (1988). The Development of Expertise in Pedagogy. Charles W. Hunt Memorial Lecture Presented at the Annual Meeting of the American Association of Colleges for Teacher Education. New Orleans. Bonach, K., & Heckert, A. (2012). Predictors of secondary traumatic stress among children’s advocacy center forensic interviewers. Journal of Child Sexual Abuse, 21(3), 295–314. https://doi.org/10.1080/10538712.2012.647263 Borsboom, D., Deserno, M. K., Rhemtulla, M., Epskamp, S., Fried, E. I., McNally, R. J., ... & Waldorp, L. J. (2021). Network analysis of multivariate data in psychological science. Nature Reviews Methods Primers, 1(1), 58. Brown, E. C., Freedle, A., Hurless, N. L., Miller, R. D., Martin, C., & Paul, Z. A. (2022). Preparing teacher candidates for trauma-informed practices. Urban Education, 57(4), 662–685. https://doi.org/10.1177/0042085920974084 Burden, P. R. (1982). Implications of teacher career development: New roles for teachers, administrators and professors. Action in Teacher Education, 4(3–4), 21–26. https://doi.org/10.1080/01626620.1982.10519117 Burger, J., Isvoranu, A.-M., Lunansky, G., Haslbeck, J. M. B., Epskamp, S., Hoekstra, R. H. A., Fried, E. I., Borsboom, D., & Blanken, T. F. (2022). Reporting standards for psychological network analyses in cross-sectional data. Advance online publication. https://doi.org/10.1037/met0000471 Calugi, S., & Dalle Grave, R. (2020). Psychological features in obesity: A network analysis. International Journal of Eating Disorders, 53(2), 248–255. https://doi.org/10.1002/eat.23190 Chen, H., & Wang, W. (2013). Reliability and validity of the chinese version of the compassion fatigue scale. Chinese Nursing Management, 13(4), 39–41. https://doi.org/10.3969/j.issn.1672-1756.2013.04.012 Chen, J., & Chen, Z. (2008). Extended Bayesian information criteria for model selection with large model spaces. Biometrika, 95(3), 759–771. https://doi.org/10.1093/biomet/asn034 Cieslak, R., Shoji, K., Douglas, A., Melville, E., Luszczynska, A., & Benight, C. C. (2014). A meta-analysis of the relationship between job burnout and secondary traumatic stress among workers with indirect exposure to trauma. Psychological Services, 11(1), 75–86. https://doi.org/10.1037/a0033798 Day, C. (2012). New lives of teachers. Teacher Education Quarterly, 39(1), 7–26. De Villiers, E., & Pretorius, S. G. (2011). Democracy in schools: are educators ready for teacher leadership? South African Journal of Education, 31(4), 574–589. Di Fabio, A., Saklofske, D. H., Gori, A., & Svicher, A. (2022). Perfectionism: A network analysis of relationships between the Big Three Perfectionism dimensions and the Big Five Personality traits. Personality and Individual Differences, 199, 111839. https://doi.org/10.1016/j.paid.2022.111839 Droogenbroeck, F. V., & Spruyt, B. (2014). To stop or not to stop: An empirical assessment of the determinants of early retirement among active and retired senior teachers. Research on Aging, 36(6), 753–777. https://doi.org/10.1177/0164027513519449 Emam, M. M., & Farrell, P. (2009). Tensions experienced by teachers and their views of support for pupils with autism spectrum disorders in mainstream schools. European Journal of Special Needs Education, 24(4), 407–422. https://doi.org/10.1080/08856250903223070 Epskamp, S., Borsboom, D., & Fried, E. I. (2018). Estimating psychological networks and their accuracy: A tutorial paper. Behavior Research Methods, 50, 195–212. https://doi.org/10.3758/s13428-017-0862-1 Etiubon, R. U., & Benson, R. F. (2014). Teacher qualification and experience as determinants of quality Chemistry education in Nigeria. Journal of Education and Practice, 5(24), 2222–1735. Fan, C., Fu, P., Li, X., Li, M., & Zhu, M. (2021). Trauma exposure and the PTSD symptoms of college teachers during the peak of the COVID-19 outbreak. Stress and Health, 37(5), 914–927. https://doi.org/10.1002/smi.3049 Figley, C. R., & Kleber, R. J. (1995). Beyond the victims: Secondary Traumatic Stress. In Trauma, Cultural and Societal Dynamics. Edited by Kleber, R. J., Figley, C. R. and Gersons, B. P. R. New York: Beyond Springer Science, 75–98. https://doi.org/10.1007/978-1-4757-9421-2_5 Figley, C. R. (1995). Compassion fatigue as secondary traumatic stress disorder: An overview. Compassion fatigue: Coping with secondary stress disorder in those who treat the traumatised. Brunner/Routledge. Fleckman, J. M., Petrovic, L., Simon, K., Peele, H., Baker, C. N., Overstreet, S., & Collaborative, N.-I. (2022). Compassion satisfaction, secondary traumatic stress, and burnout: A mixed methods analysis in a sample of public-school educators working in marginalized communities. School Mental Health, 14, 933–950. https://doi.org/10.1007/s12310-022-09515-4 Friedman, J., Hastie, T., & Tibshirani, R. (2014). Glasso: graphical lasso- estimation of Gaussian graphical models. R package version 1.8. Retrieved from https://CRAN.Rproject.org/package=glasso. Friedman, J., Hastie, T., & Tibshirani, R. (2008). Sparse inverse covariance estimation with the graphical lasso. Biostatistics, 9(3), 432–441. https://doi.org/10.1093/biostatistics/kxm045 Fute, A., Sun, B., & Oubibi, M. (2022). Assessing Teaching Compassion, Work Engagement and Compassion Fatigue Among Teachers During the Pandemic. Psychology Research and Behavior Management, 15, 2561–2571. https://doi.org/10.2147/PRBM.S383292 Goldring, R., Taie, S., & Riddles, M. (2014). Teacher Attrition and Mobility: Results From the 2012–13 Teacher Follow-up Survey (NCES 2014–077). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch. Gultom, S., Endriani, D., & Harahap, A. S. (2022). Less emotion but more fatigue: Social-emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic. Kinestetik Jurnal Ilmiah Pendidikan Jasmani, 6(1), 146–158. https://doi.org/10.3336/jk.v6i1.21034 Han, E., Tao, X., Zhang, Z., Li, J., & Xu, H. (2021). Analysis on the current status and influencing factors of empathy fatigue in operating room nurses based on ABC-X model. China Journal of Health Psychology, 7, 1046–1050. https://doi.org/10.13345/j.cnki.cjhp.2021.07.020 Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. Current Directions in Psychological Science, 2(3), 96–100. https://doi.org/10.1111/1467-8721.ep10770953 Howard, P. K. (2022). In “Sludge,” Sunstein Shines a Light in the Bureaucratic Darkness. Education Next, 22(1). https://www.proquest.com/scholarly-journals/sludge-sunstein-shines-light-bureaucratic/docview/2733259830/se-2 Huberman, M. (1993). The lives of teachers. Teachers College Press. Hupe, T. M., & Stevenson, M. C. (2019). Teachers’ intentions to report suspected child abuse: The influence of compassion fatigue. Journal of Child Custody, 16(4), 364–386. https://doi.org/10.1080/15379418.2019.1663334 Hwang, W., Kim, T., Ramanathan, M., & Zhang, A. (2008). Bridging centrality: graph mining from element level to group level. In Proceedings of the 14th ACM SIGKDD international conference on Knowledge discovery and data mining (KDD '08). Association for Computing Machinery, New York, NY, USA, 336–344. https://doi.org/10.1145/1401890.1401934 Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. H. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics, 24(2), 319–333. https://doi.org/10.1016/j.chc.2014.11.003 Inbar, L., & Shiri, S. A. (2021). Managing the emotional aspects of compassion fatigue among teachers in Israel: A qualitative study. Journal of Education for Teaching, 47(4), 562–575. https://doi.org/10.1080/02607476.2021.1929876 Jordan, D. G., Winer, E. S., & Salem, T. (2020). The current status of temporal network analysis for clinical science: Considerations as the paradigm shifts? Journal of Clinical Psychology, 76(9), 1591–1612. https://doi.org/10.1002/jclp.22957 Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10, 165. https://doi.org/10.3390/educsci10060165 Katz, L. G. (1972). Developmental stages of preschool teachers. The Elementary School Journal, 73(1), 50–54. https://doi.org/10.1086/460731 Lass, A. N., Jordan, D. G., & Winer, E. S. (2023). Using theory to guide exploratory network analyses. Journal of Clinical Psychology, 79(2), 531–540. https://doi.org/10.1002/jclp.23432 Liu, S., Xu, B., Zhang, D., Tian, Y., & Wu, X. (2022). Core symptoms and symptom relationships of problematic internet use across early, middle, and late adolescence: A network analysis. Computers in Human Behavior, 128, 107090. https://doi.org/10.1016/j.chb.2021.107090 Malinauskiene, V., Malinauskas, R., & Malinauskas, M. (2019). Leisure-time physical inactivity and psychological distress in female-dominated occupations in Lithuania. Women & Health, 59(1), 28–40. https://doi.org/10.1080/03630242.2017.1421288 McDonald, F. J. (1982). A theory of the professional development of teachers. In meeting of The American educational research association. McNally, R. J. (2016). Can network analysis transform psychopathology? Behaviour Research and Therapy, 86, 95–104. https://doi.org/10.1016/j.brat.2016.06.006 McNally, R. J., Robinaugh, D. J., Wu, G. W. Y., Wang, L., Deserno, M. K., & Borsboom, D. (2015). Mental disorders as causal systems: A network approach to posttraumatic stress disorder. Clinical Psychological Science, 3(6), 836–849. https://doi.org/10.1177/2167702614553230 Moreno-Jiménez, J. E., Rodríguez-Carvajal, R., Chico-Fernández, M., Lecuona, Ó., Martínez, M., Moreno-Jiménez, B., & Garrosa, E. (2020). Risk and protective factors of secondary traumatic stress in Intensive Care Units: An exploratory study in a hospital in Madrid (Spain). Medicina Intensiva (english Edition), 44(7), 420–428. https://doi.org/10.1016/j.medine.2019.06.013 Nolte, A. G., Downing, C., Temane, A., & Hastings-Tolsma, M. (2017). Compassion fatigue in nurses: A meta synthesis. Journal of Clinical Nursing, 26(23–24), 4364–4378. https://doi.org/10.1111/jocn.13766 Ormiston, H. E., Nygaard, M. A., & Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14, 802–817. https://doi.org/10.1007/s12310-022-09525-2 Pérez-Chacón, M., Chacón, A., Borda-Mas, M., & Avargues-Navarro, M. L. (2021a). Sensory processing sensitivity and compassion satisfaction as risk/protective factors from burnout and compassion fatigue in healthcare and education professionals. International Journal of Environmental Research and Public Health, 18(2), 611. https://doi.org/10.3390/ijerph18020611 Pinto, R. M. (2003). The impact of secondary traumatic stress on novice and expert counselors with and without a history of trauma. Dissertation Abstracts International, 63, 9-A. (University Microfilms No. 0419–4209). Rezaee, A., Khoshsima, H., Zare-Behtash, E., & Sarani, A. (2020). English teachers’ job satisfaction: Assessing contributions of the iranian school organizational climate in a mixed methods study. Cogent Education, 7(1), 1613007. https://doi.org/10.1080/2331186X.2019.1613007 Robinaugh, D. J., Millner, A. J., & McNally, R. J. (2016). Identifying highly influential nodes in the complicated grief network. Journal of Abnormal Psychology, 125(6), 747–757. https://doi.org/10.1037/abn0000181 Roefs, A., Fried, E. I., Kindt, M., Martijn, C., Elzinga, B., Evers, A. W., & Jansen, A. (2022). A new science of mental disorders: Using personalised, transdiagnostic, dynamical systems to understand, model, diagnose and treat psychopathology. Behaviour Research and Therapy, 153, 104096. https://doi.org/10.1016/j.brat.2022.104096 Schmittmann, V. D., Cramer, A. O., Waldorp, L. J., Epskamp, S., Kievit, R. A., & Borsboom, D. (2013). Deconstructing the construct: A network perspective on psychological phenomena. New Ideas in Psychology, 31(1), 43–53. https://doi.org/10.1016/j.newideapsych.2011.02.007 Silva, J. P. D., & Fischer, F. M. (2020). Understudied school teachers’ work/life balance and everyday life typologies. Chronobiology International, 37(9–10), 1513–1515. https://doi.org/10.1080/07420528.2020.1808010 Skovholt, T. M., & Trotter-Mathison, M. (2016). The resilient practitioner. Burnout and compassion fatigue prevention and self-care strategies for the helping professions (3rd ed.). Routledge. Stamm, B. H. (2005). The ProQOL manual: The professional quality of life scale: Compassion satisfaction, burnout & compassion fatigue/secondary trauma scales. Baltimore, MD: Sidran. Stamm, B. H. (2010). The Concise ProQOL Manual: The concise manual for the Professional Quality of Life Scale, 2nd Edition. Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of differentiated instruction in the classroom. Teaching and Teacher Education, 67, 291–301. https://doi.org/10.1016/j.tate.2017.06.020 Van Borkulo, C. D. (2018). Network comparison test: Permutation-based test of differences in strength of networks. Retrieved from github.com/cvborkulo/NetworkComparisonTest van Borkulo, C., Boschloo, L., Borsboom, D., Penninx, B. W. J. H., Waldorp, L. J., & Schoevers, R. A. (2015). Association of symptom network structure with the course of depression. JAMA Psychiatry, 72(12), 1219–1226. https://doi.org/10.1001/jamapsychiatry.2015.2079 van Borkulo, C. D., van Bork, R., Boschloo, L., Kossakowski, J. J., Tio, P., Schoevers, R. A., Borsboom, D., & Waldorp, L. J. (2022). Comparing network structures on three aspects: A permutation test. Advance online publication. https://doi.org/10.1037/met0000476 Varol, U., Úbeda-D’Ocasar, E., Cigarán-Méndez, M., Arias-Buría, J. L., Fernández-de-Las-Peñas, C., Gallego-Sendarrubias, G. M., & Valera-Calero, J. A. (2023). Understanding the psychophysiological and sensitization mechanisms behind fibromyalgia syndrome: A network analysis approach. Pain Medicine, 24(3), 275–284. https://doi.org/10.1093/pm/pnac121 Xu, M., MacDonnell, M., Wang, A., & Elias, M. J. (2023). Exploring social-emotional learning, school climate, and social network analysis. Journal of Community Psychology, 51(1), 84–102. https://doi.org/10.1002/jcop.22881 Xue, D., Sun, B., Li, W., Zhou, H., Ding, F., & Xiao, W. (2023). The symptom network structure of teachers’ burnout and its connection to psychological capital. Psychology Research and Behavior Management, 16, 3503–3518. https://doi.org/10.2147/PRBM.S421932 Yang, C., Greenstein, J. E., Manchanda, S., Golshirazi, M., Yabiku, T. (2023). Preventing compassion fatigue among educators: An educator resiliency study during the COVID-19 pandemic. In: Miller, T. W. (eds) School Violence and Primary Prevention. Springer, Cham. https://doi.org/10.1007/978-3-031-13134-9_26 Yang, C. (2021). Online teaching self-efficacy, social–emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic. School Psychology Review, 50(4), 505–518. https://doi.org/10.1080/2372966X.2021.1903815 Yang, C., Manchanda, S., & Greenstein, J. (2021). Educators’ online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of “connect.” School Psychology, 36(6), 504–515. https://doi.org/10.1037/spq0000475 Yu, X., Sun, C., Sun, B., Yuan, X., Ding, F., & Zhang, M. (2022). The cost of caring: Compassion fatigue is a special form of teacher burnout. Sustainability, 14(10), 6071. https://doi.org/10.3390/su14106071 Zhang, L., Fu, H., & Shen, P. (2019). Research on the relationship between work challenges, negative emotions, and job satisfaction among primary and secondary school teachers: A case study of data collected in Shandong province. Contemporary Education Sciences, 11, 57–64. https://doi.org/10.3969/j.issn.1672-2221.2019.11.012