Universidad Autónoma de Nuevo León

Facultad de Filosofía y Letras

Colegio Ciencias del Lenguaje

Burnout syndrome in FFyL teachers at UANL due to the recent pandemic

PIA DRAFT

Mariana Aguilera Vázquez

Daniel Alan Alcocer Aguilar

Casandra Yarelly Reyes Contreras

Teacher: MC. Nallely Garza Rodriguez

Group: i66

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 Due May 18th 2021

Contents
ABSTRACT 3
KEY WORDS 3
INTRODUCTION 4
PROBLEM STATEMENT 5
PURPOSE STATEMENT 5
SIGNIFICANCE OF THE STUDY 5
RESEARCH QUESTIONS 6
OBJECTIVES 6
METHODOLOGY 7
QUALITATIVE RESEARCH 7
RESEARCH DESIGN: NAME OF THE DESIGN 8
POPULATION AND SAMPLE 8
INSTRUMENT 9
DATA COLLECTION PROCEDURES 9
ANALYSIS AND INTERPRETATION OF DATA 10
CATEGORY 1: EMOTIONS 10
CATEGORY 2:  ISSUES WHEN TEACHING ONLINE 10
CATEGORY 3: EFFECTS OF ONLINE TEACHING 11
CATEGORY 4: HARDEST SITUATIONS WHILE TEACHING ONLINE 11
CATEGORY 5: EMOTIONS CAUSED BY THE PANDEMIC 12
CATEGORY 6: ISSUES OF THE NEW MODALITY 12
CATEGORY 7: TEACHERS DEVELOPMENT 12
FINDINGS 13
CONCLUSION 14
REFERENCES 15
APPENDICES 16
APPENDIX 1. INSTRUMENT 16
APPENDIX 2. RESEARCH QUESTIONS AND INSTRUMENT QUESTIONS OBJECTIVES. 16
APPENDIX 3. TRANSCRIPTIONS 16
APPENDIX 4. DEMOGRAPHIC INFORMATION GRAPHS 16

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 ABSTRACT
Burnout is characterized as a state of physical and emotional exhaustion caused by working
conditions. In this study, we are acknowledging the syndrome in teachers, specifically
during the recent pandemic, with the purpose of knowing if the teachers at FFYL are going
through this problem. Burnout syndrome is a problem that is now common between
teachers because of exhausting hours of work. In this research, a case study approach was
used, with a narrative instrument in order to get as much experience as possible from the
teachers. As the main goal of this research is finding how teachers are coping with the
recent pandemic, and the change of modalities from face to face classes to online classes,
the instrument helped with the cause. Various teachers from FFYL have been reached to
participate in the study, there were demographic questions to know about them, and the
burnout related ones. The theory of the burnout phases by Veninga and Spradley's (1981)
was used to compare data, and the results showed how most of the teachers were going
through all the symptoms. It also showed how the emotions were different from every
teacher, and how the online teaching modality has managed to change the whole game for
them, some of them for the better, and others for the worse.

Key words
Burnout Syndrome, teachers, stress, education.

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 INTRODUCTION

Currently, as we all are aware, there is a global pandemic halting and limiting

the world as we normally know it. Just as many people have lost their jobs because it is

now considered risky to leave our homes. It is known that both students and teachers

have had to change the style and pace of teaching and learning, all this brought different

consequences, including the controversy of whether or not teachers are doing their job

properly. 

The reality is that both students and teachers suffer from the difference that online

school brings, the drastic change from teaching in a classroom, to be seen through a

webcam. There is a big difference with respect to the students, although at the beginning

the idea of not attending classes was tempting, today it has become a martyrdom, it has

become complicated and stressful for everyone. 

Now, if we focus on teachers, it is known that they have taken away the merit of

teaching, while many teachers are not doing their job, the reality is that many teachers

are suffering the ravages of online classes. Most teachers are suffering from the

consequences of covid-19, and their potential is the most affected with this situation.

In this study, we are going to talk about the struggles teachers have due the recent

pandemic, especially, the burnout syndrome that is the result of chronic work stress. In

this case, we are focusing on teachers having trouble with technology, pressure from the

schools, students and parents.

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 PROBLEM STATEMENT

According to Freudenberger, burnout is characterized by physical symptoms such

as exhaustion, fatigue, frequent headaches and gastrointestinal disorders, sleeplessness, and

shortness of breath. The burnout syndrome is a problem that is now common between teachers

because of exhausting hours of work. If the teacher is having a difficult time because of the

working conditions, they are now able to develop issues regarding their personal life. This

situation brings many problems. This syndrome again begins to decrease the workers

competence and along with this, they begin to feel emotionally exhausted which eventually

will lead to having an emotional or mental issue.

PURPOSE STATEMENT

The purpose of this research is to describe the burnout syndrome effects in the

lives of Language Science teachers form the FFYL. As well as this, this research aims to

identify the main causes that contribute to the development of this syndrome based on

teachers’ experiences and how they have coped up with the challenges.

SIGNIFICANCE OF STUDY

The importance of this research is to point out the problems and the causes of

burnout syndrome in teachers, and with that data propose a solution to the problem.  

With nowadays; the online classes only, without the face to face interaction, it is

difficult to know the effects this may cause to online learning and teaching, the gathering

and interpretation of data this research is going to collect, is helping out the people stuck

in this situation and the psychological effects this may have in a person.  

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 It will also prevent teachers from stressing out in their work, and have a more

calm approach to their jobs and a way to find more joy in their work.

RESEARCH QUESTIONS

● What are FFYL teachers’ feelings towards their profession during the new teaching

modality? 

● How does the new teaching modality have affected FFYL teachers' professional life

and responsibilities?

● How has the recent Pandemic caused exhaustion and burnout syndrome on

teachers?

OBJECTIVES

● This research is trying to remark the problems that burnout might cause in teachers

and how it affects their whole routine.

● To look at the source of what is causing burnout syndrome and present a way to

prevent it in teachers of FF&L of UANL.

● To prevent burnout syndrome in teachers.

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 METHODOLOGY

The qualitative research includes a wide range of approaches and methods that

were found within different research disciplines. A number of writers have attempted to

capture the essence or defining characteristics of qualitative research ( Barbour, 2008;

Denzin and Lincoln, 2011; Flick, 2009; Hammersely and Atkinson, 2007; Holloway and

Wheeler, 2010; Silverman, 2011). At general, the qualitative research is often described

as a naturalistic, interpretative approach, concerned with exploring phenomena "from the

interior"

DEFINITIONS OF QUALITATIVE RESEARCH

Qualitative research is multimethod in focus, involving an interpretative,

naturalistic approach to its subject matter. This means that qualitative researchers study

things in their natural settings, attempting to make sense of, or interpret, phenomena in

terms of the meanings people bring to them.

Qualitative research involves the studied use and collection of a variety of

empirical materials – case study, personal experience, introspective, life story, interview,

observational, historical, interactional, and visual texts, that describe routine and

problematic moments and meanings in individuals’ lives. (Denzin and Lincoln 2005:2)

Qualitative research is an approach that tries to get information taking into

account a certain group of individuals, considering the experiences they have had

regarding the problem the researcher is studying.

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 CHARACTERISTICS OF QUALITATIVE RESEARCH

According to several prominent qualitative scholars (Creswell 2002; Pope &

Mays 1995; Denzin & Lincoln, 1994) “Qualitative Research is intended to deeply

explore, understand and interpret social phenomena within its natural setting, it is known

that this research has the use of non-standardised, adaptable methods of data generation

that are sensitive to the social context of the study” This methodology matches the

research since we are interpreting a social issue.

Qualitative researchers generally collect their own research data through

participant observation, documentation, or direct interviews with participants. These

researchers generally do not use instruments or questionnaires made by other

researchers, because they are the only key to the study (Creswell, 2013). In research, as

it was mentioned before, experiences and stories are the main source of information, the

objectives are directed to the different experiences given, that is the reason why

qualitative research is the best option for this issue.

Qualitative researchers generally choose to collect the required data from various

sources such as interviews, documentation, and observations, rather than relying only on

one source data. (Creswell, 2013)

BENEFITS AND LIMITATIONS OF QUALITATIVE

RESEARCH

Qualitative research is therefore concerned with aspects of reality that cannot be

quantified, focusing on the understanding and explanation of the dynamics of

social relations.

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 Qualitative research works with the universe of meanings, motives, aspirations,

beliefs, values and attitudes, which corresponds to a deeper space of relationships,

processes and phenomena that cannot be reduced to the operationalization of variables.

( Maxwell, 2013)

Focus on understanding the context of the problem. Qualitative studies have been

used in a wide range of domains. Moriarty (2011) describes how qualitative research has

been successful in social care.

Mori & Nakayama (2013) perform a bibliometric analysis study to identify the

academic impact of qualitative studies in healthcare. In this research for example, we are

focusing on a healthcare topic, especially the teachers mental and physical health

regarding the pandemic.

Now some limitations can be that qualitative research is heavily dependent on the

individual skills of the researcher and more easily influenced by the researcher's personal

biases and idiosyncrasies. Rigor is more difficult to maintain, assess, and demonstrate.

The volume of data makes analysis and interpretation time consuming. In our research

this might be one of the limitations or difficulties when doing the research, the analysis,

and the interpretation of data happens to be quite hard. Having many answers but all of

them being kinda similar, we find it hard to interpret the data. dklfjgkdfmkd,fmvdf,vm

d,fmv dThe researcher's presence during data gathering, which is often unavoidable in

qualitative research, can affect the subjects' responses. Findings can be more difficult and

time consuming to characterize in a visual way. (Anderson, 2010)..........................

………..Now, one of our biggest limitations is gathering information. We are facing a

global pandemic, which means we are not able to go outside as we usually did before.

With this research, we needed to make questionnaires, but we were not able to face the

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 participants. The result of this was the making of an online instrument, and the limitation

was the lack of responses at the beginning, eventually it increased but it was difficult to

obtain those answers

RESEARCH DESIGN: NAME OF THE DESIGN

Narrative research is a term that subsumes a group of approaches that in turn

rely on the written or spoken words or visual representation of individuals. These

approaches typically focus on the lives of individuals as told through their own stories

The Handbook of narrative inquiry (2007) offers the following description of

narrative research:

What narrative researchers hold in common is the study of stories or narratives

or descriptions of a series of events. These researchers usually embrace the assumption that

the story is one if not the fundamental unit that accounts for human experience. But what

counts as stories, the kinds of stories they choose to study, or the methods they use for

study vary

In this research we decided to use this method since it goes according to what

we want to find. Experiences and stories from people who have been through the problem

we are exposing.

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 POPULATION OF SAMPLE
The population were the FFYL teachers at UANL, however, we decided to

work the sample with 15 teachers; also the Maximal Variation Sampling was used, as the

population has different perspectives about the classes online in this recent pandemic.

Demographic information

Gender Total Percentage

Male 7 53,8%

Female 6 46,2%

Age Total Percentage

30-35 2 14%

36-40 4 29%

41-45 0 0%

46-50 6 43%

51+ 2 14%

Years teaching experience Total Percentage

9- 1 8%

10-20 6 46%

21-30 5 38%

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 30+ 1 8%

Grade of education Total Percentage

Masters 9 69%

Ph. d 4 31%

INSTRUMENT
The research instrument we decided to use is a questionnaire; is a research

instrument that consists of a set of questions or other types of prompts that aims to collect

information from a respondent. The main characteristic of this instrument is the open

question. There are 8 open questions, where we ask about the experience teaching online.

Since we are looking for detailed answers, the questions are focused on the feelings the

teachers developed during the pandemic, their difficulties and their improvements  right

during these hard times.

 We choose this instrument since we are taking a narrative approach, we are

looking for an anecdote-like answer where the teacher can give their experiences, and share

their feelings so we can give to our research a more human point of view that takes into

account the respondents.

DATA COLLECTION PROCEDURES

The process we followed to collect the data was simple. We contacted the

teachers via WhatsApp where we asked them for their participation. Then the instrument

was made and sent to the teachers via email. We waited a couple days and since we got

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little response, we sent it to more teachers. One of those teachers helped by sending the

questionnaire to some of her colleagues which was really helpful since this led us to get

more answers. The participants gave us detailed answers mostly, while some of them gave

shorter ones.

ANALYSIS AND INTERPRETATION OF DATA

For this research we decided to carry out the collection of data according to

what the professors answered; first we downloaded the data in an Excel sheet so we could

transcribe the information in a word document, which means that we did not use

MAXQDA to gather our data.

We made a document per statement where we transcribed their respective

answers. Once we had all the information arranged, we took a look into our research

questions in order to make the categories. As a result we found 6 categories, and for each

category we had at least 3 different codes, giving us a total of 5 codes, the ones we will

explain further in the paper.

CATEGORIES
1. Feelings caused by teaching during the pandemic
An emotion is a natural instinctive state of mind deriving from one's circumstances,

mood, or relationships with others. With this category it was intended to find the emotions

teachers went through while teaching online since the pandemic demanded it. Among the

answers, we were able to find 4 codes that were positive and negative, as well as two main

feelings that were stress and depression. The following is the graphic representation of the

category with its respective codes.

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 CATEGORIES CODES

Feelings caused by teaching *Positive

during the pandemic
*Negatives

Stress 10

Depressed

As it is presented in the table, we can deduce that stress was the most common

feeling among the teachers while teaching online, since they had to adapt to a new

modality, they began to feel the stress, as participant 7 said “When I was told about

teaching online I felt overwhelmed because there were many things I had to learn and

organize for onlines classes in a very short amount of time.”

This shows how at the beginning of the pandemic the teachers did not know what to

expect, which led to the early development of stress. It is noticeable how most of the

participants were expectants of the modality, some of them did not feel prepared, just as

participant 4 said “At the beginning I felt uncomfortable and not really prepared to deal

with it”. Another thing we can notice here, is how almost all the answers were negative, all

for the drastic change they all had, participant 8 mentioned “I was scared about it. I don't

like using computers at all so I AM not good at working with them.” We know that all of

the feelings that the teachers developed during their online teaching experience, are some of

the burnout syndrome symptoms, and that they clearly might not be aware of it.

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 2. Effects of online teaching

We know that as well as students, teachers have changed in its entirety the way of

living they used to have. The category we used for this situation is the effects of online

teaching; Here, we are aiming to know what were the repercussions this modality brought

up for the educators, within the responses, we came across two main codes, professional

life and personal life, the next table shows the representation of those codes and the

differents subcodes we found.

Effects of online *Professional Life: 16 Myself: 8

teaching
*Personal Life: 12 Work: 9

Personal: 4

profession: 7

With the answers gathered, the most mentioned aspect of change in teachers' life

because of the pandemic is professional life. Along with this, we found that the most

mentioned subcode was work, which gives us an idea of the struggle teachers have while

teaching.

Time was one of the aspects mentioned before, having to teach online meant a new

challenging, as well as the teachers, students were having also problems, which became a

struggle in their work, as participant 1 said, “It was time consuming: preparing classes,

checking classes, talking to students who were having problems” it is noticeable how small

aspects such as students having difficulties to get in class, were becoming a challenge for

the educators, as well as this, the personal area was also present, having to work online,

they would have to take care of their families and obviously, this cause more work and

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exhaustion, as participant 7 said, “I think that online teaching has caused me to feel more

tired, I would say even exhausted. I sometimes feel stressed and even demotivated”

In this category we found another code, which led us to know more about the

experience teachers had; We found that some teachers got positive effects while teaching

online, as an example we have the participant 8 said, “ I feel very proud of myself. I think I

can do things I believed I could not. As a person, this situation helped me become more

empathic and patient.” but not only this kind of feeling and effects were showing, there

were some teachers who got mixed feelings and at the beginning, and then realize how

much they could improve, participant 6 gave an example on this, “Online teaching made

also realize that I can improve myself on different aspects, because if I was able to carry

out my profession as teacher on this situation (facing new challenges) I might be able to

face with different and/or problematic situations that I may face on my personal life.

All the answers were clear on the message, the teachers were going through rough

moments lately, having to deal with their work and also having to take care of their

personal lives, we can tell it was not easy. On the other hand; Some teachers found the way

and realized how things were getting better, and eventually, their experiences became more

enjoyable.

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 3. Experiences while teaching online

Common challenges and concerns teachers experience when integrating technology

and digital media in the classroom include:

● Students misusing technology.

● Teacher knowledge and professional development.

● Keeping students safe online.

In this category the main focus is on how teachers coped with the drastic change,

regarding their working hours, the relation between teachers and students and

technological issues. Our main codes were Technology, workload, students and family; we

also found three pairs of sucodes, which came from the use of digital platforms, to cope

with death. The following table shows this information.

Experiences while *Technology: 25 Platforms: 11

teaching online
*Workload: 9 Work: 9

*Students: 30 computer: 14

*Family: 2 Family: 1

Death: 1

Students: 30
As it is seen on the table, the participants came across different obstacles when

teaching through a computer, we can see that the main code was students. This pandemic

has changed the whole game for all of us, students and teachers are facing a variety of

struggles, ones that we never had before our participants expressed their experiences and

how the students were one of the most difficult aspect to face, as an example, participant 4

said, “dealing with students lack of motivation even when providing them with options and

activities that i thought would be attractive for them” Sometimes is hard to control or to

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makes students work inside the classroom, now we know how this has become more

difficult. Moreover; some teachers said how they needed to step on the students' shoes,

knowing how they were going through the same changes. About this, participant 6 said, “I

guess it relates to understanding students' feelings, situations and problems on this online

process.”

The second most used code was technology, and as we said before, this an

important point, since the main source of work right now is the internet, many teachers had

to deal with the issues this comes with, for example, participant 8 said, “When I had

problems with the internet I had to ask My neighbors to stay out of her house to use Hers

and in this way I could continúe teaching.”

Paying attention to all of these responses and all of the aspects teachers were going

through, we know how hard it must be for them, dealing with not only their issues, but also

the students' issues. the technological problems, something that goes out of their hands but

that is something crucial this time.

4. Feelings caused by the pandemic

As from one day to another, the teachers' modality of work changed, they faced

some difficulties while the pandemic continued and with them their feelings changed a lot.

Not just to some negative feelings but some teachers might feel positive during the

pandemic.

The most common was the negative statement, some teachers felt a little

overwhelmed and scared, as Participant 8 mentions “Sometimes I felt overwhelmed. I was

scared because I had to go out almost everyday”

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 Feelings caused by the * Positive: 1 Scared: 3
pandemic
*Negative: 7 Optimistic: 1

Overwhelmness: 3

Anxiety: 1

While reviewing the statements we found out that there could be some teachers that

felt optimistics at first and after their first encounter with the pandemic and the new

modality, now they might feel different. As the Participant 7 said “At first I was

enthusiastic and felt safe at home”. Another feeling we noticed on them is the anxiety, not

all the teachers mentioned feeling anxious about the pandemic, but we cannot rule out this

feeling, as Participant 11 mentions “Sometimes anxiety and concern because of the

pandemic”.

5. Issues of the new modality

With the new modality, we could encounter many different problems, moments and

issues, such as personal and professional; on the responses we found out that teachers had

most of the issues with the clases and many of the times it is related to the Teams app and

the internet; as Participant 6 said “was having internet issues or TEAMS failure that made

it difficult to be in class.”, it is very common to have so many problems at once and for

teachers is more problematic as they easily get stressed about it.

Issues of the new modality Personal: 4 Classes: 15

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 Professional: 38

Team issues: 7

Internet issues:9

Teaching problems: 7

Another issue some teachers might have is while preparing the lesson plan for the

classes, they’re not used to use the online resources and this caused some difficulties on

some teachers, as Participant 6 also mentions “I had some problems when using online

apps or programs in order to create the material I needed to teach my classes”

6. Teachers development
In this category the focus is on how teachers' challenges and difficulties could

provoke a learning process to the teachers' way of adapting to the new teaching modality in

the pandemic. This learning process caused a development on the teachers, some of this

learning process were:

● development in the usage of technology

● organization

● found benefits

Teachers development As a person: 5 Better: 5

As a teacher: 5 Overcome: 5

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 Improvement: 4

The different participants explain how this pandemic and online teaching situation

help some of them in some way to improve in different parts of themself or in their

professional life like the Participant 4 said: I have become more skillful and now i am a lot

better than before” different participants said that overcoming the problems the new

modality help them not feel so much frustration, regardless all of the development the stress

and frustration was still present.

There was a lot of improvement in part of the different experiences from the

teachers, which make them feel somewhat better with themself, but like the Veninga and

Spradley's (1981) steps of the burnout syndrome, this might be just part of the balancing

step, because some of them still felt a high sense of frustration towards their technological

issues.

Categories Codes

Feelings caused by teaching *Positive: 2 Stress: 9

during the pandemic
*Negatives: 24 Strange: 1

Depressed: 1

Anxiety: 2

Sad: 3

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 Positive 3

Tired: 4

Frustration: 3

hardness: 4

Effects of online teaching *Professional Life: 16 Myself: 8

*Personal Life: 12 Work: 9

Personal: 4

profession: 7

Experiences while teaching *Technology: 25 Platforms: 11

online
*Workload: 9 Work: 9

*Students: 30 computer: 14

*Family: 2 Family: 1

Death: 1

Students: 30

Feelings caused by the * Positive: 1 Scared: 3

pandemic
*Negative: 7 Optimistic: 1

Overwhelmness: 3

Anxiety: 1

Issues of the new modality Personal: 4 Classes: 15

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 Professional: 38

Team issues: 7

Internet issues:9

Teaching problems: 7

Teachers development As a person: 5 Better: 5

As a teacher: 5 Overcome: 5

● (AGREGAR UN PÁRRAFO DE INTRODUCCIÓN DE CÓMO SEGUIMOS EL

PROCESO DEL ANÁLISIS DE LA INFORMACIÓN

● AGREGAR LAS TABLAS DE CÓDIGOS Y SEGMENTOS Y EXPLICARLOS

Ya esta en proceso

● HACER EL ANÁLISIS Y LA REDACCIÓN DE CADA CATEGORÍA CON LOS

SEGMENTOS DE LOS PARTICIPANTES DE MANERA SECUENCIAL Y

CONECTADA) falta

FINDINGS
Taking into consideration the answer that the research population provided to the

questions: “What are FFYL teachers' feelings towards their profession during the new

teaching modality?” “How does the new teaching modality have affected FFYL teachers'

professional life and responsibilities?” “How the recent Pandemic has caused exhaustion

and burnout syndrome in teachers?” with some of the answers we were able to realize

about the many different circumstances where the professors developed the symptoms of

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the burnout syndrome towards their job and their personal life, such as depression, stress,

frustration, exhaustion, unmotivation,a feeling of overwhelmedness, and even physical pain

in the form of headaches.

With the answers provided by the participants we can resolve the questions; “How does the

new teaching modality have affected FFYL teachers' professional life and

responsibilities?” “How has the recent Pandemic caused exhaustion and burnout

syndrome in teachers? Most of these answers provide the major causes of the burnout

syndrome symptoms; the pandemic and the technological issues as the professors

mentioned the distress these situations cause them in their life

The results show that “What are FFYL teachers' feelings towards their profession during

the new teaching modality?” are mostly negative, but there are some positive feelings.

Veninga and Spradley's (1981) stages of the burnout syndrome, call the balancing step as

opposed to the unbridled optimism and positiveness of the honeymoon stage, they now are

clearly aware that some days are better than others regarding how well they are handling

the stress on the job. Most of the positive emotions of the teachers appear to be

accompanied by negative emotions, which shows how some of the teachers are in the

balancing stage and entering the chronic stress stage as some of them said to be depressed

and anxious. And some of the teachers appear to be have the crisis stage symptoms as they

show physical pain like headaches and forms of frustration

FALTA AÑADIR PARA COMPLETAR YA QUE SE QUITARON SEGMENTOS

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This second question can go hand in hand with the question “What are FFYL teachers'

feelings towards their profession during the new teaching modality?”

CONCLUSION

This qualitative narrative research, based on the handbook narrative inquiry (2007),

was an intent to make awareness about mental health and the effects of burnout syndrome

in the recent pandemic, affects teachers and their performance in their work.

With the recent pandemic and these new modality there were limitations on reaching some

of the professors, so we concluded that a questionnaire sent to the teachers was the most

efficient way of conducting the research.

Furthermore, with the results obtained, we could correlate most of the teachers are going

through the different Veninga and Spradley's (1981) steps of the burnout syndrome, some

of the professors appeared to be between the crisis and the balancing step, where some of

them appear to be positive , but still appearing to be stressed and frustrated, and others

appeared to have physical illness manifested like headaches and anxiety symptoms of the

crisis step.

So we can conclude that the adaptation of these new teaching modality in a pandemic can

have a negative toll on the professors; so the teachers should be aware of their mental

health in these complicated times. And if a professor feels any symptoms of burnout

syndrome, they should seek professional help. A further investigation, taking basis on the

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results obtained, could be in the preventive methods of burnout syndrome, or could be a

deeper research in the burnout syndrome of teachers.

REFERENCES
Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing

Among Five Approaches (English Edition) (4.a ed.). SAGE Publications, Inc.

Gastaldi, Francesca Giovanna Maria, & Pasta, Tiziana, & Longobardi, Claudio, & Prino,

Laura Elvira, & Quaglia, Rocco (2014). Measuring the influence of stress and

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 burnout in teacher-child relationship. European Journal of Education and

Psychology, 7(1),17-28

Sclafani, C. (2017). A Case Study Primer: Origins and Basic Principles. Global Journal Of

Human-Social Science Research, . 

Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.

Veninga, R L and Spradley, J P (1981). The Work Stress Connection: How to Cope with
the Burnout?, Boston: Little Brown and Company.

Creswell, J. (2002), “Educational Research: Planning,Conducting, and Evaluating

Quantitative and Qualitative Research”, Merrill Prentice-Hall, Upper Saddle River, NJ.

APPENDICES
Appendix 1. Instrument
https://docs.google.com/forms/d/1-dG9HJtqk_BZdm_2BMHMPwJxL8ilmkTOJ1heeAdy-
3Y/edit#responses 

Appendix 2. Research Questions and Instrument Questions Objectives.

https://docs.google.com/forms/d/1-dG9HJtqk_BZdm_2BMHMPwJxL8ilmkTOJ1heeAdy-
3Y/edit
Appendix 3. Transcriptions
https://docs.google.com/spreadsheets/d/
1cxflScGJMrS0itM9oKOZg1aPuvldaW4O5hJhc0eFLyg/edit?usp=sharing

27
Appendix 4. Demographic information graphs

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