Early Years

An International Research Journal

ISSN: 0957-5146 (Print) 1472-4421 (Online) Journal homepage: http://www.tandfonline.com/loi/ceye20

Early childhood teachers burn-out syndrome –

perception of Croatian teachers

Adrijana Višnjić Jevtić & Antonija Halavuk

To cite this article: Adrijana Višnjić Jevtić & Antonija Halavuk (2018): Early childhood
teachers burn-out syndrome – perception of Croatian teachers, Early Years, DOI:
10.1080/09575146.2018.1482260

To link to this article: https://doi.org/10.1080/09575146.2018.1482260

Published online: 18 Jun 2018.

Submit your article to this journal

Article views: 55

View related articles

View Crossmark data

Full Terms & Conditions of access and use can be found at

http://www.tandfonline.com/action/journalInformation?journalCode=ceye20
Early Years, 2018
https://doi.org/10.1080/09575146.2018.1482260

Early childhood teachers burn-out syndrome – perception of

Croatian teachers
Adrijana Višnjić Jevtić  and Antonija Halavuk
Faculty of Teacher Education, University of Zagreb, Čakovec, Croatia

ABSTRACT ARTICLE HISTORY

Due to increasing demand for early childhood education, ensuring the Received 24 July 2017
quality of early childhood institutions has become an imperative. The Accepted 25 May 2018
quality of such institutions depends on the professional development,
KEYWORDS
competences and behaviour (both positive and negative) of teachers. Teacher; burn-out syndrome;
However, early years teachers appear to be vulnerable to ‘burn-out’ emotional exhaustion;
syndrome and early intervention and prevention measures may be depersonalisation; personal
needed to address this. During 2016, an online survey was conducted accomplishment
which involved 456 early childhood teachers from Croatia. The aim
of this research was to investigate the ways in which age, length of
work experience and level of education might affect the occurrence/
intensity of burn-out syndrome in teachers. The research was
conducted with the help of the Maslach Burnout Inventory (MBI-NL-
ES, Schaufeli, Daamen andVan Mierlo in 1994, developed according to
the MBI-ES, Maslach and Jackson in 1986). Analysis of the responses
shows that individuals’ personal characteristics (biographical features)
and their self-assessment are connected to each of three aspects of
burn-out.

Introduction
Due to increasing demand for children’s enrolment in institutions of early childhood edu-
cation, multiple studies are being conducted on the effect of teachers and their fundamental
values, knowledge and behaviour patterns (implicit pedagogy and theory in action) on the
overall development of children in early childhood education institutions. The National
Curriculum for Early and Pre-school Education of the Republic of Croatia (Ministry of Science,
Education and Sport 2014) states that the fundamental role of early childhood education is
to provide such material and personnel conditions as will enable the full, high-quality devel-
opment of pre-school children. Contemporary authors (Tatalović Vorkapić and Lončarić 2013;
Kotaman 2016) emphasise that teachers represent an important factor in the quality of early
childhood provision. Teachers’ competences are prerequisites that contribute to the optimal
development of children of early and preschool age. Along with professional competences,
teachers’ personal values and personality traits which shape their implicit pedagogy can
also affect the quality of educational institutions (Girgin Buyukbayraktar and Temiz 2015).

CONTACT  Adrijana Višnjić Jevtić  adrijana.vjevtic@ufzg.hr

© 2018 TACTYC
2   A. VIŠNJIĆ JEVTIĆ AND A. HALAVUK

Given that the quality of educational work is related to the quality of the teachers themselves,
it is therefore justifiable to explore the factors that may affect teachers. According to Maslach
and Leiter (2008) stress and exhaustion are two of the factors that affect teachers and which
can lead to burn-out syndrome.

Early childhood teachers and burn-out syndrome

Although research on professional burn-out is most often directed towards primary and
secondary school teaching, professional burn-out of early childhood teachers is becoming
an increasingly frequent subject of interest for some researchers (see Martinko 2010; Rakovec-
Felser 2011; Pishghadam et al. 2014; Paleksić, Ubović, and Popović 2015). Professional burn-
out (Maslach, Jackson, and Leiter 1997) occurs because of long-term exposure to stress in
the workplace, which results in emotional exhaustion, depersonalisation and a noticeable
decrease in the sense of personal accomplishment.
Professional burn-out occurs in people who are exposed to frequent and prolonged
stressful situations (Martinko 2010). Burn-out syndrome results from chronic stress at jobs
which entail constant direct interaction with other people (Rakovec-Felser 2011). Pishghadam
et al. (2014) refer to teacher burn-out syndrome as the ‘exhaustion phenomenon’, character-
ised by a chronic state of physical, emotional and mental exhaustion. Emotional exhaustion
results in a loss of feeling, caring, empathy, confidence (in oneself, children, and co-workers)
as well as decreased interest, enthusiasm, and cheerfulness. An emotionally exhausted
teacher shows less concern and empathy towards all participants in early childhood educa-
tion institutions (Teven 2007). It could be assumed that, in comparison with primary and
secondary school teachers, early childhood teachers are even more emotionally engaged
in their work. Hildebrand and Seefeldt (1986) pointed out that one of the reasons for this
could be the age of the children that they are working with. Jovanovic stated that early
childhood teachers develop strong emotional relationships with children and their parents.
That can lead to prioritising others’ (children’s, parents’) needs above their own. Continual
suppression of one’s own needs can lead to emotional exhaustion (Rentzou 2012). According
to Eklund (2009), depersonalisation represents an advanced phase of teacher burn-out syn-
drome, wherein teachers’ cynical and uncaring attitude leads to loss of their identity. Such
teachers pose a threat to both themselves and the children in early education institutions.
Depersonalisation occurs as the final, highly advanced stage of burn-out syndrome and is
regarded by some authors as a defence mechanism (Maslach, Schaufeli, and Leiter 2001;
Martinko 2010). Girgin Buyukbayraktar and Temiz (2015) point out that emotional exhaustion
leads to depersonalisation, which in turn results in a reduced sense of personal accomplish-
ment. Teachers feel unproductive and incompetent, lack self-esteem, and show low morale,
consequently exhibiting reduced productivity and inability to cope with everyday life. Girgin
Buyukbayraktar and Temiz (2015) state that burn-out syndrome causes personal and pro-
fessional dissatisfaction, and that people who experience burn-out syndrome do not wish
to go to work. Additionally, they feel insecure about their abilities and skills, and act in a
dysfunctional manner. Also, teachers who experience burn-out syndrome are more prone
to manifestation of physical and mental health problems.
Early childhood education is perceived as a more feminine field of work. Even nowadays,
women are perceived as the ones who should stay at home and take care of children. As a
consequence, from this perspective, early childhood education is seen more as care and less
 EARLY YEARS   3

as education and therefore is perceived as a less important phase of education. Some authors
(Hildebrand and Seefeldt 1986; Totenhagen et al. 2016) have stated that early childhood
education offers fewer opportunities for advancement and acknowledgement, leading to
a low sense of personal accomplishment, and potentially to later burnout syndrome.
Brajša, Brajša-Žganec, and Slunjski (1999) note that burn-out syndrome in the teaching
professions occurs when the teacher is continuously exposed in his or her educational prac-
tice to everyday disappointments, failures, underestimation, lack of acknowledgement and
many other negative aspects which undermine the teacher’s self-confidence, thus creating
negative emotions. This causes teachers to be less able to cope with the requirements
imposed on them by contemporary society, leading to frustration and eventually to utter
exhaustion (Šagud 2011).
Because of the pivotal role of early childhood teachers in fostering the development of
children of early and pre-school age, it can be assumed that the level of stress in teachers’
workplaces, their well-being as well as their personality, are of great importance for the
quality of the early childhood education process. Ullrich (2009) points out that a higher level
of emotional exhaustion and depersonalisation variables indicates greater potential for burn-
out syndrome.
By comparing foreign and domestic literature on burn-out syndrome among professionals
working with children, Tatalović Vorkapić and Lončarić (2013) and Ullrich (2009) report that
research has largely been conducted on primary and secondary school teachers, with less
on early childhood teachers. Studies which examine mostly school teachers’ burn-out syn-
drome emphasise the links between certain demographic characteristics of respondents
and the appearance of burn-out syndrome (Maslach, Schaufeli, and Leiter 2001; Domović,
Martinko, and Jurčec 2010).
Akman, Taskin, Özden and Cort’s research (2010) concluded that in relation to gender
there were no significant differences in burn-out syndrome across all three variables. Similarly,
Domović, Martinko, and Jurčec (2010) believe that both genders have equal opportunity for
the manifestation of all dimensions of burn-out syndrome.
Findings on the relationship between work experience and burnout syndrome do not
present a clear picture. Most of the research shows that more experienced teachers show
higher levels of burnout syndrome, but at the same time they show a greater sense of per-
sonal achievement. Sari (2004, cited in Ullrich 2009) concludes that teachers/principals with
longer work experience exhibit a greater level of emotional exhaustion and depersonalisa-
tion than their counterparts with fewer years of work experience. Rentzou (2015) and
Domović, Martinko, and Jurčec (2010), on the other hand, point out that research into the
impact of length of work experience on the occurrence of burn-out syndrome shows that
younger respondents exhibit a higher level of emotional exhaustion than their older col-
leagues. In a different vein, Stremmel, Benson and Powell (1993, cited in Rentzou 2015)
emphasise that the length of work experience has a negative correlation with emotional
exhaustion or depersonalisation. Domović, Martinko, and Jurčec (2010) list a number of
studies in which older teachers demonstrate a high level of burn-out syndrome. They claim
the same in regard to teachers with longer work experience. Research likewise shows that
older teachers have a higher sense of personal achievement and see themselves as compe-
tent and successful (Rentzou 2015). Previous studies emphasise that emotional exhaustion
is more common among teachers with a higher level of education (Manlove 1993; Stremmel,
Benson and Powell in 1993, cited in Rentzou 2015).
4   A. VIŠNJIĆ JEVTIĆ AND A. HALAVUK

Numerous studies report that a decreased sense of self-efficacy and competence repre-
sent the main causes of burn-out syndrome. In addition, in many studies, these factors serve
as predictors of teachers’ stress levels and burn-out syndrome (Friedman 2000, cited in Ullrich
2009). Ullrich (2009) has also determined through research that there is a correlation between
respondents’ age and their sense of personal achievement. Nevertheless, Rentzou’s research
(2015) found that teachers with longer work experience assessed themselves as less suc-
cessful and gave lower estimates of their personal achievements. In connection to this, many
authors point out that the level of qualification is not directly associated with the develop-
ment of burn-out syndrome, but with teachers’ assessment of their own self-esteem. Self-
esteem, as an internal feature of an individual, represents an important predictor of the
occurrence of burn-out syndrome (Domović, Martinko, and Jurčec 2010). Ullrich (2009)
reports longitudinal studies in which low self-esteem regularly appears as a powerful pre-
dictor of the occurrence of burn-out syndrome. Self-efficacy can be defined as the teachers’
belief in their own abilities to achieve certain professional goals. Low perception of self-ef-
ficacy and low self-esteem therefore represent a major cause of burn-out syndrome.
Research into the possible instigators of burn-out syndrome has identified lower level of
education (contradicting the findings of Manlove and Stremmel et al. cited in Rentzou 2015)
and low self-esteem (Pishghadam et al. 2014), organisational conditions and personality
traits (Eklund 2009; Paleksić, Ubović, and Popović 2015), as well as stress (Girgin Buyukbayraktar
and Temiz 2015).
The contribution of early childhood teachers to children’s intellectual development is
often underestimated and the profession is therefore seen as less important than other
teachers, which could result in a lack of understanding about the demands of the profession.
Working with young children is physically and emotionally exhausting as is working in a
team with other adults (parents, other professionals). With low salaries, few opportunities
for advancement but an extremely responsible job, early childhood teachers are as much in
danger of burnout as any other helping profession.

Symptoms of early childhood teachers’ burn-out syndrome

Grom (1995) emphasises that the most important question teachers can ask themselves is
whether there are any signs of exhaustion and how might these be recognised before it is
too late? Burn-out syndrome is a gradual process which does not take place overnight.
Symptoms are frequently manifested as physical fatigue, headache, pain, insomnia, appetite
disorder, as well as increased alcohol consumption, symptoms to which kindergarten teach-
ers and other professional workers might not attribute much value. Rakovec-Felser (2011)
emphasises emotional exhaustion as the main characteristic of early childhood teachers’
burn-out syndrome. Noticeable symptoms of an exhausted teacher are a lack of understand-
ing, irritability, signs of depression, self-pity, exaggerated feelings of fear as well as frequent
mood changes (Brajša, Brajša-Žganec, and Slunjski 1999). Teachers become more and more
bitter, empty, and averse to joking; they constantly complain about things and blame others.
They become impatient, petty, experience loss of concentration and memory, and exhibit
exaggerated harshness and conservativeness in working with children. They also start to
manifest somatising disorders (medically unexplained physical, or somatic, symptoms) which
impact on their physical health (Živčić-Bećirević and Smojver-Ažić 2005).
 EARLY YEARS   5

Following the Huberman model of career development, Vizek Vidović (2011) claims that
early childhood teachers in the first three years of experience are in the surviving phase,
those with 4–8 years of work experience are in the stabilisation phase, while those who have
7–18 years of experience are in the maturation stage phase. Both of the later stages, accord-
ing to Vizek Vidović (2011), represent a time during which teachers gain self-confidence and
formal assurance of their professional skills. Additionally, they become more focused on
children and their needs, more flexible and tolerant of stress, thus strengthening their
self-confidence and teacher autonomy.
Previous studies have shown that younger teachers demonstrate a high level of emotional
exhaustion and depersonalisation in comparison with their older colleagues. Research has
also shown that the level of the respondents’ professional training, in terms of the obtained
degree of education, is not directly related to the level of burn-out (Tatalović Vorkapić and
Lončarić 2013). Rather, it is connected with the teachers’ assessment of their self-esteem and
a negative or a positive orientation toward themselves which may be a factor in the onset
of burn-out syndrome.

Methodology
Due to the paucity of research into burnout syndrome in early childhood teachers in Croatia,
research was conducted in 2016 with the aim of ascertaining whether early childhood teach-
ers in Croatia exhibit symptoms of burn-out syndrome.
The research intended to provide answers to the following questions:

(1) Is there a link between age, length of work experience and level of education and
the occurrence of burn-out syndrome?
(2) Is it possible to define indicators of the level of burn-out syndrome in early childhood
teachers in the Republic of Croatia?

To conduct this research, an online questionnaire was provided to teachers via the social
network Facebook sites for early childhood teachers’ further professional development (Izvan
okvira, Association of early childhood teachers Zagreb, Association of early childhood teach-
ers Osmijeh, Association of early childhood teachers Krijesnice …). Participation in the study
was voluntary and anonymous.

The sample
Responses to the online questionnaire were received from 456 early childhood teachers
from all over Croatia. According to data from the (Croatian) State Statistical Office for 2016,
a total of 11,538 early childhood teachers were employed in the Republic of Croatia, so the
sample (N = 456) represents 3.9% of the total population. Only 0.9% (f = 4) participants in
the sample were male. According to (Croatian) State Statistical Office for 2016, 0.8% of early
childhood teachers are male so in this respect the sample could be considered as represent-
ative of the population of Croatian early childhood teachers.
The sample consisted of 13.6% of teachers less than 25 years of age, 64.9% of teachers
between the ages of 26 and 45 and 21.5% of teachers between 46 and 65 years of age.
Considering the respondents’ work experience, the sample included 5.7% of early childhood
teachers with less than one year of work experience, 31.8% of kindergarten teachers with
6   A. VIŠNJIĆ JEVTIĆ AND A. HALAVUK

Table 1. Participants’ age.

Years Frequency Per cent
18–25 60 13.2
26–45 298 65.4
46–65 98 21.5
Total 456 100.0

Table 2. Participants’ work experience.

Years Frequency Per cent
Less than 1 26 5.7
1–5 145 31.8
6–15 150 32.9
16–25 70 15.4
More then 25 65 14.3
Total 456 100.0

Table 3. Participants’ level of education.

Frequency Per cent
High school 12 2.6
Undergraduate (BA) 353 77.4
Postgraduate (MA) 85 18.6
Other 6 1.3
Total 456 100.0

1–5 years of work experience, 32.5% with 6–15 years, 16% with 16–25 years of experience
and 14.3% of teachers with more than 25 years of experience (see Tables 1 and 2).
Of the total sample, 76.9% (f = 353) of teachers had completed an undergraduate course
(two-year or three-year professional university study), and 19.4% (f = 85) of them had com-
pleted a graduate course (four or five years of study). Due to educational reform in early
childhood teachers’ education, since 2010 there is the possibility of undertaking study at
master’s level in early childhood education. Only 11% of teachers involved had this level of
education (see Table 3).

Research instrument
For the purpose of this research, the Maslach Burnout Inventory was used (MBI-NL-ES,
Schaufeli, Daamen and Van Mierlo, in 1994, developed according to the MBI-ES, Maslach
and Jackson 1986). Schaufeli, Daamen, and Van Mierlo (1994) have adapted and validated
the Maslach Burnout Inventory (Maslach and Jackson 1986) for non-English speaking par-
ticipants, which was the reason for using adapted scale instead of original one. The scale
was translated and adapted to the Croatian language. The Maslach Burnout Inventory (MBI)
consists of 22 items divided into three variables: Emotional exhaustion (7 items),
Depersonalisation (7 items) and Personal accomplishment (8 items). The scales are designed
to measure respondents’ perceived level of emotional exhaustion, negative feelings toward
children and other professional workers, and sense of incompetence.
 EARLY YEARS   7

Table 4. Comparison of validity.

MBI-CRO αa MBI-NL-ES αb
Emotional exhaustion .88 .93
Depersonalisation .84 .81
Personal accomplishment .85 .85
a
Scale used in this research.
b
Scale used by Schaufeli, Daamen, and Van Mierlo (1994).

The internal consistencies of the MBI subscales in the present sample is similar (Table 4)
to the MBI scale used by Schaufeli, Daamen, and Van Mierlo (1994). The values were .88 for
Emotional exhaustion, .84 for Depersonalisation and .85 for Personal accomplishment.

Results and discussion

Data processing was performed using the Statistical Program for Social Scientists 20 (SPSS20).
Teachers’ self-reports showed low assessment of emotional exhaustion and depersonalisa-
tion, and a high sense of personal accomplishment.
Domović, Martinko, and Jurčec (2010) believe that emotional exhaustion refers to feelings
of emotional ‘stretching’ and exhaustion due to working with people. Emotional exhaustion
refers to the lack of emotional inventory. An emotionally exhausted person experiences a
prevalent sense of emotional ‘tiredness’, lack of interest in communicating with others and
a sense of frustration. It is clear that feelings of exhaustion (M = 3.36; SD = 1.689) and tired-
ness (M = 3.03; SD = 1.493) are largely prevalent among the respondents due to hard work
at their workplace. Just over 20% of teachers from the sample feel exhausted on a weekly
basis because they have too much work to do.
According to Maslach and Leiter (2008) depersonalisation refers to the development of
a callous and cynical attitude towards people and manifests itself through a negative attitude
towards work. It is followed by a sense of frustration and lack of interest in communicating
with other people, which can ultimately lead to quitting. Within the Depersonalisation scale,
a prevalent attitude experienced by a large number of respondents is the fact that many
teachers lose patience at the end of the day (M = 2.15; SD = 1.614). Twenty-seven per cent
of early childhood teachers feel that they lose their patience at the end of the day, up to
several times a month. A reduced sense of personal accomplishment, according to Domović,
Martinko, and Jurčec (2010), refers to the negative self-assessment of competence and sense
of accomplishment in the workplace, followed by noticeable symptoms such as loss of moti-
vation and decline in self-esteem and general productivity.
A positive correlation between Personal Accomplishment and Self-perception of teachers’
competence suggests a positive evaluation of teachers’ work and competence in the early
childhood teaching profession. In fact, 34% of teachers assess that they have an understand-
ing of how children/other participants of the kindergarten environment feel (M = 4.50;
SD = 1.219), 35% of teachers consider they can easily create a relaxed atmosphere in kinder-
garten (M = 4.46; SD = 1,144), and 31.8% of teachers believe they have achieved something
valuable in their work (M = 4.47; SD = 1.292). In regard to all three items, teachers assess that
they feel that way more than once a month. Other items within the scale of Personal
8   A. VIŠNJIĆ JEVTIĆ AND A. HALAVUK

Table 5. The relationships between the respondents’ age, length of work experience and education and
their emotional exhaustion, depersonalisation and personal accomplishment.
Emotional exhaustion Depersonalisation Personal accomplishment
Age .119* .032 .026
Work experience .144** .048 .111*
Education .005 −.031 .136**
*
p < .05; **p < .01.

accomplishments were assessed positively according to the Likert scale, meaning that teach-
ers feel largely competent and capable while doing their job.
In examining the correlation between respondents’ age, length of work experience and
level of education and emotional exhaustion, depersonalisation and personal accomplish-
ment (Table 5), a positive correlation was established between respondents’ age and emo-
tional exhaustion (r = .119, p < .05), as well as between length of work experience and
personal achievement (r = .144, p < 0.1). Likewise, a positive correlation was found between
the teachers’ level of education and their sense of personal achievement (r = .136, p < 0.1).
These findings correspond to the assessment according to which 40.6% of early childhood
teachers feel competent and confident while doing their job. ‘Beginner’s enthusiasm’ and
motivation are described in the second and third stage of Huberman’s model, according to
which it is possible to assume that teachers with fewer years of work experience possess
these particular characteristics, making them more resistant to burn-out syndrome.
Additionally, despite the lack of a statistically significant correlation, it is indicative that
teachers with higher levels of education experience a lower degree of depersonalisation.
Self-esteem, an internal feature of an individual, can represent an important predictor of the
occurrence of burn-out syndrome (Byrne 1994; Dorman 2003). This research exhibits different
results since the sample included young teachers who have not expressed a great degree
of emotional exhaustion or depersonalisation. Regarding the variable Job satisfaction, only
1.5% said they were dissatisfied with their job as early childhood teachers; 2.9% are mostly
not satisfied, 17.8% are sometimes satisfied and other times not, 44.7% of respondents
answered that they like their job, but that sometimes they do not feel good while doing it,
while 34.6% of teachers feel satisfied at their job. The variable Teachers’ feelings refers to
feelings which teachers usually experience in their workplace. Regarding the assessment of
these variables, 20.2% of teachers feel physically tired for most of their working hours, 25.7%
feel emotionally exhausted, 7.2% are dissatisfied, frustrated and unhappy with their work,
1.3% do not care and feel nothing in particular, 3.5% feel incapable because they are con-
sidered incompetent, 25.9% of respondents feel satisfied and happy, and 40.6% of respond-
ents feel competent and confident while doing their job.
In examining the connection between job satisfaction and a sense of success with feelings
of emotional exhaustion, depersonalisation and personal accomplishment (Table 6), a neg-
ative correlation was determined between job satisfaction and emotional exhaustion
(r = −.454, p < .01), as well as between job satisfaction and depersonalisation (r = −.440,
p < .01). It could lead to the conclusion that job satisfaction could prevent early childhood
teachers’ burnout syndrome but also that burn-out syndrome results in lower job satisfaction
scores. Job satisfaction is a somewhat subjective attitude and it could be discussed in relation
to overall life satisfaction. It could be assumed that strengthening teachers’ emotional com-
petence might enhance their optimism and satisfaction. A positive correlation was
 EARLY YEARS   9

Table 6. The relationships between teachers’ job satisfaction and sense of success and their emotional
exhaustion, depersonalisation and personal accomplishment.
Emotional exhaustion Depersonalisation Personal accomplishment
Job satisfaction −.454* −.440* .399*
Sense of success −.389* −.370* .395*
*
p < .01.

Table 7. The link between the items of burn-out syndrome.

Emotional exhaustion Depersonalisation Personal accomplishment
Emotional exhaustion 1.000 .675* −.369*
Depersonalisation .675* 1.000 −.445*
Personal accomplishment −.369* −.445* 1.000
*
p < .01.

established between job satisfaction and personal achievement (r = .399, p < .01). When
assessing a sense of success in relation to emotional exhaustion, a negative correlation was
found (r = .389, p < .01). Furthermore, a negative correlation was determined between the
sense of success and depersonalisation (r = −.370, p < .01). The link between the sense of
success and personal achievement exhibits a positive correlation (r = .395, p < .01), wherein
the teachers who exhibit a sense of success largely estimated their personal achievement
in a positive manner (Table 6). Participants in this study are challenged by their job satisfac-
tion. Unsatisfied teachers express emotional exhaustion and depersonalisation issues, whilst
satisfied teachers express higher perception of personal achievement.
In the examination of the link between burn-out items (Table 7), a negative correlation
was established (r = −.369, p < .01) between emotional exhaustion and a sense of personal
achievement. A positive correlation was determined between emotional exhaustion and
depersonalisation (r = .675, p < .01). There was a negative correlation between depersonal-
isation and sense of personal achievement (r = −.445, p < .01). It can be assumed that emo-
tionally exhausted teachers who exhibit symptoms of depersonalisation do not assess
themselves as competent, thus instigating a reduced assessment of their level of personal
achievement.
Although this study has not detected teachers’ burn-out syndrome in all three variables
(emotional exhaustion, depersonalisation and a sense of personal achievement), statistically
significant differences can be noted. This research suggests that Croatian teachers are not
emotionally exhausted and depersonalised; instead Croatian teachers have a largely positive
estimate of their personal achievement, leading to the conclusion that the teachers see
themselves as competent and self-efficient professionals.
The research has shown a positive correlation between emotional exhaustion and dep-
ersonalisation. There is also a negative correlation between higher levels of education and
depersonalisation. Although 61.6% of teachers said that they do not attend further formal
professional training/ education, participation in professional groups and expert commu-
nities is nevertheless regarded as part of lifelong learning (Kennedy 2006). It may be pre-
sumed that lifelong learning (formal, non-formal or informal) could be preventing
depersonalisation and decreasing burnout syndrome amongst these participants.
A limitation of this study is the nature of the population which participated in the study.
The sample may not be representative since the teachers who were experiencing burn-out
10   A. VIŠNJIĆ JEVTIĆ AND A. HALAVUK

might have been less likely to fill in the questionnaire. Since this was an online questionnaire,
only computer literate teachers with access to educational communities on social networks
participated in the study. Teachers who accessed the online questionnaire have a certain
level of computer literacy. It is assumed that teachers who have participated in the research
are highly motivated because of their participation in the group for professional develop-
ment. The results would probably be different if a wider population were included. Also, the
study was conducted during the summer holiday season. It is possible that the results of the
research would be different if it was conducted at the beginning or in the middle of the
school year.
Despite these limitations, the present study suggests that further research on burn-out
syndrome is needed in order to prevent cases of high-quality staff who, due to their inability
to cope with burn-out syndrome, end up leaving the profession. Cacha (2014) states that,
in recent years, there has been an increased number of early childhood teachers, largely
dedicated to their work, who have left their profession or experienced burn-out syndrome
due to stress. Many teachers decide to leave their profession seeking an alternative because
they do not know how to deal effectively with the daily stressors and demands of their
profession. In order to avoid this, it is above all necessary to educate teachers about burn-out
syndrome, as well as to teach them how to cope successfully with the daily stress of their
profession. Many research authors (Tsai, Fung, and Chow 2006; Ullrich 2009; Akman et al.
2010; Domović, Martinko, and Jurčec 2010; Tatalović Vorkapić and Lončarić 2013; Rentzou
2015) emphasise the importance of moving quickly to implement policies to educate and
inform teachers about burn-out syndrome.

Conclusion
Due to its scope and complexity, the teaching profession makes certain demands on indi-
viduals which are further aggravated by daily requirements to respond to changes in the
wider context. Nowadays, early childhood teachers are more than ever facing tasks and
expectations which they may not be able to accomplish. Frustration and disappointment
experienced by teachers, if constant and highly intensive, can result in burn-out syndrome
which proves discouraging and threatens the overall well-being of teachers.
This study shows a positive correlation between respondents’ age and emotional exhaus-
tion, between the length of work experience and personal achievement and the teachers’
level of education and their sense of personal achievement. It may be presumed that older
teachers, with longer work experience are more willing to acknowledge burnout syndrome.
This conclusion could suggest the need to establish group support or workshops for older/
more experienced teachers. Establishing those groups could be considered as a form of
professional development or non-formal education and it could result in an increased sense
of personal achievement. All these components could decrease burnout syndrome within
this vulnerable group.
A high level of correlation was established within the variable Personal accomplishment
which tells us that this group of Croatian early childhood teachers assess their work and
profession positively. Consequently, it is possible to conclude that these teachers experience
a high level of self-esteem, self-affirmation and a sense of personal accomplishment. As a
result, it can be said that these teachers are more emotionally satisfied and that they exhibit
more positive behaviours. Self-assured teachers believe in themselves, therefore adopting
 EARLY YEARS   11

more positive models of behaviour which contribute to the overall quality of early childhood
education, as well as supporting their own well-being.

Disclosure statement
No potential conflict of interest was reported by the authors.

ORCID
Adrijana Višnjić Jevtić   http://orcid.org/0000-0003-3812-7472

References
Akman, B., N. Taskin, Z. Özden, and F. Çörtü. 2010. “A Study on Preschool Teachers’ Burnout.” Elementary
Education Online 9 (2): 807–815.
Brajša, P., A. Brajša-Žganec, and E. Slunjski. 1999. Tajna uspješnog odgojitelja. Pula: C.A.S.H.
Byrne, B. M. 1994. “Burnout: Testing for the Validity, Replication, and Invariance of Causal Structure
Across Elementary, Intermediate, and Secondary Teachers.” American Educational Research Journal
31: 645–673.
Cacha, F. B. 2014. “Teacher Burnout: Causes and Solutions.” Kappa Delta Pi Record 18 (1): 26–27.
Domović, V., J. Martinko, and L. Jurčec. 2010. “Čimbenici učiteljskog sagorijevanja na poslu.” Časopis za
pedagogijsku teoriju i praksu 151 (3–4): 350–369.
Dorman, J. 2003. “Testing a Model for Teacher Burnout.” Australian Journal of Educational & Developmental
Psychology 3: 35–47.
Eklund, N. 2009. How Was Your Day at School?: Improving Dialogue about Teacher Job Satisfaction.
Minneapolis, MN: Search Institute Press.
Girgin Buyukbayraktar, C., and G. Temiz. 2015. “The Relationship between Perfectionism and Burn-Out
in Pre-School Teachers.” The Online Journal of New Horizons in Education 5 (1): 131–138.
Grom, M. 1995. “Od oduševljenja do bezvoljnosti.” Obnovljeni život: časopis za filozofiju i religijske znanosti
50 (2): 201–213.
Hildebrand, J., and C. Seefeldt. 1986. “Teacher Burnout and Environmental Quality in Child Care Centers.”
Child Care Quarterly 15 (2): 90–97. doi:10.1007/BF01121153.
Kennedy, A. 2006. “Models of Continuing Professional Development: A Framework for Analysis.” Journal
of In-Service Education 31 (2): 235–250. doi:10.1080/13674580500200277.
Kotaman, H. 2016. “Turkish early Childhood Teacher’s Emotional Problem Sin Early Years of Their
Professional Lives.” European Early Childhood Education Research Journal 24 (3): 365–381.
Martinko, J. 2010. “Profesionalno sagorijevanje na poslu nastavnika u obrazovanju odraslih.” Andragoški
glasnik : Glasilo Hrvatskog andragoškog društva 14 (2): 99–109.
Maslach, C., and M. P. Leiter. 2008. “Early Predictors of Job Burnout and Engagement.” Journal of Applied
Psychology 93 (3): 498–512. doi:10.1037/0021-9010.93.3.498.
Maslach, C., and S. E. Jackson. 1986. Maslach Burnout Inventory Manual. Palo Alto, CA: Consulting
Psychologists Press.
Maslach, C., S. E. Jackson, and M. Leiter. 1997. “The Maslach Burnout Inventory Manual.” In Evaluating
Stress: A Book of Resources, edited by C. P. Zalaquett and R. J. Wood, 191–218. London: Scarecrow Press.
Maslach, C., W. B. Schaufeli, and M. P. Leiter. 2001. “Job Burnout.” Annual Review of Psychology 52: 397–422.
Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje. 2014. Zagreb: Ministarstvo znanosti,
obrazovanja i sporta.
Paleksić, V., R. Ubović, and M. Popović. 2015. “Personal Characteristics and Burnout Syndrome among
Teachers of Primary and Secondary Schools.” Scripta Medica 46 (2): 118–124.
Pishghadam, R., B. Adamson, S. S. Sadafian, and F. L. F. Kan. 2014. “Conceptions of Assessment and
Teacher Burnout.” Assessment in Education: Principles, Policy & Practice 21 (1): 34–51.
12   A. VIŠNJIĆ JEVTIĆ AND A. HALAVUK

Rakovec-Felser, Z. 2011. “Professional Burnout as the State and Process – What to Do?” Collegium
Antropologicum 35 (2): 577–585.
Rentzou, K. 2012. “Greek Preschool Children's Playful Behaviour: Assessment and Correlation with
Personal and Family Characteristics.” Early Child Development and Care 183 (11): 1733–1745. doi:10.
1080/03004430.2012.752736.
Rentzou, K. 2015. “Prevalence of Burnout Syndrome of Greek Child Care Workers and Kindergarten
Teachers.” Education 3-13: International Journal of Primary, Elementary and Early Years Education 43
(3): 249–262.
Šagud, M. 2011. “Profesionalno usavršavanje i razvoj odgajatelja.” In Nove paradigme ranog odgoja,
edited by D. Maleš, 267–291. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu, Zavod za pedagogiju.
Schaufeli, W. B., J. Daamen, and H. Van Mierlo. 1994. “Burnout among Dutch Teachers: An Mbi-Validity
Study.” Educational and Psychological Measurement 54 (3): 803–812.
Tatalović Vorkapić, S., and D. Lončarić. 2013. “Posreduje li profesionalno sagorijevanje učinke osobina
ličnosti na zadovoljstvo životom odgojitelja predškolske djece?” Psihologijske teme 22 (3): 431–445.
Teven, J. J. 2007. “Teacher Temperament: Correlates with Teacher Caring, Burnout, and Organizational
Outcomes.” Communication Education 56 (3): 382–400.
Totenhagen, C. J., S. A. Hawkins, D. M. Casper, L. A. Bosch, K. R. Hawkey, and L. M. Borden. 2016. “Retaining
Early Childhood Education Workers: A Review of Literature.” Journal of Research in Childhood Education
30 (4): 585–599.
Tsai, E., L. Fung, and L. Chow. 2006. “Sources and Manifestations of Stress in Female Kindergarten
Teachers.” International Education Journal 7 (3): 364–370.
Ullrich, A. 2009. The Relationship of Elementary Teachers’ Years of Teaching Experience, Perceptions of
Occupational Stress, Self-Acceptance, and Challenging Student Behavior to Burnout Symptoms in the
United States and Germany. The University of North Carolina at Charlotte.
Vizek Vidović, V. 2011. “Profesionalni razvoj učitelja.” In Učitelji i njihovi mentori: Uloga mentora u
profesionalnom razvoju učitelja, edited by V. Vizek Vidović, 39–96. Zagreb: Institut za društvena
istraživanja u Zagrebu.
Živčić-Bećirević, I., and S. Smojver-Ažić. 2005. “Izvori stresa na poslu odgojitelja u dječjim vrtićima.”
Psihologijske teme 14 (2): 3–13.