Association between workplace violence and burnout syndrome among schoolteachers: A systematic review

Introduction: This review aimed to examine systematically the epidemiological evidence linking occupational exposure to violence with risk of burnout syndrome (BOS) among schoolteachers. Methods: A systematic review of literature used five primary databases: PsycINFO; Web of Science; PubMed Medline; Scopus; Cochrane; and keywords related to (a) workplace violence (WV), bullying, harassment, lateral violence, pupil misconduct, physical assault, teacher victimization; (b) schoolteachers, teachers, schools, pre-primary, kindergarten, primary, secondary; (c) burnout, emotional exhaustion, depersonalization, to identify relevant articles. Articles included featured occupational violence and burnout among schoolteachers. Results of the studies were analysed qualitatively. Results: Of 1,472 peer-reviewed articles initially identified, 13 articles were included. All of them were published from 2005 to 2021 and had a quantitative approach. Type of violence against teachers ranged from workplace bullying or mobbing (n = 4), psychological violence (n = 4), to a combination of physical and psychological violence (n = 5). Most of the (verbal and physical) violence was perpetrated by students (n = 9). All grade and levels of schoolteachers were involved. In all cross-sectional studies (n = 10), WV was found to be correlated or associated with BOS (n = 5), the dimensions of EE and DP (n = 4) or the only dimension of EE (n = 2). Longitudinal studies showed that depersonalization was a significant predictor of workplace bullying (n = 1) and WV was indirectly a predictor of BOS (n = 2). Discussion and Conclusions: The reviewed studies consistently indicate an association between WV and BOS in schoolteachers. Further longitudinal studies are needed to provide most evidence on this relationship. There is need of legislative interventions for implementing mandatory occupational health programs and voluntary workplace health promotion programs. These solutions may protect and promote teachers’ mental well-being and give more education and emotional support to students and their families.