Prevalence of burnout syndrome and its associated risk factors among middle and high school teachers in the United Arab Emirates during the COVID-19 pandemic

Abstract

ABSTRACT Background: The United Arab Emirates (UAE) maintains a steadfast commitment to exceptional education, which persisted throughout the challenges presented by the COVID-19 pandemic. Initially conceived as a temporary solution, the transition to online instruction endured, potentially increasing the risk of burnout among educators. This study aimed to assess the prevalence of burnout syndrome and identify its associated risk factors among middle and high school teachers in the UAE amid the COVID-19 pandemic. Methods: This cross-sectional study employed a self-administered online questionnaire disseminated to teachers via E-mail and various social media platforms. The target population comprised middle and high school educators. The evaluation tools included the Copenhagen Burnout Inventory and the World Health Organization Well-Being Index, with analyses conducted using SPSS 25.0. Results: Of the 388 participating teachers, 277 met the inclusion criteria. Most were female (66.4%), with 37.9% teaching at the high school level, 36.5% at the middle school level, and 25.6% covering both. Most participants resided in Sharjah (34%), followed by Abu Dhabi (26%) and Dubai (24%). High rates of work-related (73.6%) and personal (78.7%) burnout were evident among middle and high school teachers. Factors associated with increased burnout included female sex, income dissatisfaction, extended work hours, technological challenges, lack of exercise, and poor sleep quality. Conclusion: The prevalence of work-related and personal burnout among middle and high school teachers has been pronounced during the COVID-19 pandemic. Addressing this issue necessitates the implementation of guidelines and the provision of diverse resources aimed at mitigating burnout levels and enhancing online teaching proficiency.