A meta-analysis of the relationship between burnout and psychological protective variables among Korean preschool teachers

Abstract

We conducted a meta-analysis to determine the relationship between psychological protective variables, burnout, and aspects of burnout in the work experiences of kindergarten teachers. The R language program was used to analyse the 103 included studies. From these analyses, the variables closely related to emotional exhaustion were collective self-esteem (−0.577), self-resilience (−0.4599), and positive mental health (−0.4083). For a sense of dehumanization, the closely related variables were collective self-esteem (−0.6216) and self-resilience (−0.4343). Lack of personal achievement was closely related to collective self-esteem (−0.6414), emotional intelligence (−0.4727), grit (−0.4619), self-resilience (−0.41), and teaching efficacy (−0.4045). Burnout was explained by self-resilience (−0.5415), collective self-esteem (−0.524), positive psychological capital (−0.5127), emotional intelligence (−0.48), grit (−0.474), and teaching efficacy (−0.4335). This study provided data that can be used to prevent burnout in preschool teachers based on psychological protective variables.