ASSESSMENT OF BURNOUT AMONG SCHOOL TEACHERS IN BENIN CITY, NIGERIA
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Abstract
Background: Burnout is a significant occupational health challenge, especially among educators, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Teachers in Nigeria a Low and Middle Income Country, facing economic hardship, are increasingly exposed to these stressors due to large class sizes, inadequate resources, and poor work-life balance. Burnout affects both teacher well-being and student performance, necessitating urgent intervention
Objective: The objective of this study was to assess the knowledge, attitudes, and prevalence of burnout among school teachers in Benin City, Nigeria, and to identify key factors influencing burnout.
Methodology: This descriptive cross-sectional study was conducted among 562 teachers from public and private schools in Egor and Oredo Local Government Areas, Benin City. Participants were selected through multistage sampling, and data was collected using a structured questionnaire adapted from the Maslach Burnout Inventory. The collected data were analyzed using SPSS version 25, with categorical variables presented as frequencies and percentages. Univariate and bivariate and multivariate analyses were carried out for all outcome variables.
Results: About two-thirds of the respondents (68.7%) were aware of burnout, and of these a little over four-fifths (84%) had good knowledge overall, however, knowledge of the components of burnout was poor as only 33.9% and 48.3% correctly identified Depersonalization and lack of personal accomplishment respectively as dimensions of burnout. An estimated three quarters (76%) had a positive attitude towards burnout. The prevalence of burnout was 64.1%. Age (OR: 0.023, CI: 0.827-0.903), years of experience (OR: 0.017, 95% CI: 0.898-0.959), number of subjects taught (OR: 0.259, 95% CI: 1.213-3.341), average work hours(OR: 0.013, 95% CI: 1.005-1.058), and Attitude towards burnout (OR: 0.595, 95% CI: 0.045-0.468) were identified as significant predictors of burnout. Conclusion: This study highlights the high prevalence of burnout among teachers in Benin City, driven by both personal and organizational factors. Teachers' limited knowledge of burnout suggests a need for increased awareness and training programs to address burnout proactively. Schools should implement targeted interventions, including stress management training, mental health support, and workload reduction.
Objective: The objective of this study was to assess the knowledge, attitudes, and prevalence of burnout among school teachers in Benin City, Nigeria, and to identify key factors influencing burnout.
Methodology: This descriptive cross-sectional study was conducted among 562 teachers from public and private schools in Egor and Oredo Local Government Areas, Benin City. Participants were selected through multistage sampling, and data was collected using a structured questionnaire adapted from the Maslach Burnout Inventory. The collected data were analyzed using SPSS version 25, with categorical variables presented as frequencies and percentages. Univariate and bivariate and multivariate analyses were carried out for all outcome variables.
Results: About two-thirds of the respondents (68.7%) were aware of burnout, and of these a little over four-fifths (84%) had good knowledge overall, however, knowledge of the components of burnout was poor as only 33.9% and 48.3% correctly identified Depersonalization and lack of personal accomplishment respectively as dimensions of burnout. An estimated three quarters (76%) had a positive attitude towards burnout. The prevalence of burnout was 64.1%. Age (OR: 0.023, CI: 0.827-0.903), years of experience (OR: 0.017, 95% CI: 0.898-0.959), number of subjects taught (OR: 0.259, 95% CI: 1.213-3.341), average work hours(OR: 0.013, 95% CI: 1.005-1.058), and Attitude towards burnout (OR: 0.595, 95% CI: 0.045-0.468) were identified as significant predictors of burnout. Conclusion: This study highlights the high prevalence of burnout among teachers in Benin City, driven by both personal and organizational factors. Teachers' limited knowledge of burnout suggests a need for increased awareness and training programs to address burnout proactively. Schools should implement targeted interventions, including stress management training, mental health support, and workload reduction.
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