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Abstract

The teaching profession is extremely vulnerable to burnout. The sudden outbreak of the COVID-19 pandemic posed new threats and changed the educational environment, the perceptions and the values of teachers. The traditional in-person learning approach was quickly replaced by distant online learning to continue education. As schools reopened, a new educational platform, the hybrid learning model, evolved by fusing the two learning models. The high expectations placed on teachers to swiftly adopt new teaching methods—often without the required resources or training—exacerbated their exhaustion. We conducted a scoping review to determine the new stress factors that cause teachers’ burnout, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement. A total of 27 studies were systematically reviewed, and we identified numerous stress factors that affect teachers’ burnout. These stressors increased the already existing difficulties, magnifying their detrimental impacts. The stress factors were categorized as organizational, individual, transactional, emotional, cultural, or digital. This review suggests additional research is needed to understand the prevalence of teacher burnout and the effects that these stressors have on teachers’ personal and professional lives over time. Despite these challenges, this study demonstrates the need for more in-depth analysis to develop means to reduce teachers’ burnout and support them in maintaining their professional lives.

Bahasa Abstract

Profesi guru sangat rentan mengalami burnout. Merebaknya pandemi COVID-19 secara tiba-tiba menimbulkan ancaman baru dan mengubah lingkungan pendidikan serta persepsi dan nilai-nilai para guru. Pendekatan pembelajaran tatap muka tradisional dengan cepat digantikan oleh pembelajaran daring jarak jauh untuk melanjutkan pendidikan. Ketika sekolah dibuka kembali, platform pendidikan baru, model pembelajaran hibrida, berevolusi dengan menggabungkan kedua model pembelajaran tersebut. Harapan yang tinggi terhadap guru untuk segera mengadopsi metode pengajaran baru—seringkali tanpa sumber daya atau pelatihan yang diperlukan—memperparah kelelahan mereka. Kami melakukan scoping review untuk menentukan faktor baru dari stres yang menyebabkan kelelahan guru berdasarkan Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020. Sebanyak 27 penelitian ditinjau secara sistematis, dan kami mengidentifikasi sejumlah faktor stres yang mempengaruhi kelelahan guru. Faktor-faktor yang menyebabkan stres ini meningkatkan kesulitan-kesulitan yang sudah ada dan memperbesar dampak buruknya. Faktor stres dikategorikan menjadi organisasi, individu, transaksional, emosional, budaya, dan digital. Tinjauan ini menyarankan penelitian tambahan untuk memahami prevalensi kelelahan guru dan bagaimana pemicu stres ini memengaruhi kehidupan pribadi dan profesional guru dari waktu ke waktu. Terlepas dari tantangan-tantangan ini, penelitian ini menunjukkan perlunya analisis yang lebih mendalam di masa depan untuk mengembangkan intervensi guna mengurangi kelelahan guru dan mendukung mereka dalam mempertahankan kehidupan profesional mereka.

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