1

Analysing Education Research Literature

Rudra Kalpesh Raval

Student Number: s5331596
EDN School of Education and Professional Studies
8901EDN: Foundation of Education Research
Stephen Hay
September 03, 2023
 2

Analysing Education Research Literature

Introduction

Education psychology is the area in which I want to do my study, with a particular interest in

how burnout affects teachers in grades K–12 and their emotional health. Understanding how

teachers' feelings and perceptions of emotional exhaustion led to burnout in the teaching

profession is the main focus of the research. My research topic is "Exploring the Interplay

Between Teachers' Emotional Experiences and Appraisal of Emotional Exhaustion in the

Context of Burnout in the Teaching Profession" and research question to address is how do

emotional experiences and assessments of emotional exhaustion in teachers connect to

burnout, and what factors affect this relationship?

Both pieces touch on teacher burnout, its causes, and the emotional components of teaching,

which are both relevant to my research area and topic.

The first article investigates the relationship between teachers' emotions and burnout by

emphasizing the importance of instructors' assessment of their emotional exhaustion. This is

consistent with my study interest in determining how emotional experiences and appraisals of

teachers are related to burnout. The second piece is a longitudinal investigation that looks at

the elements that contribute to teacher burnout, such as occupational, sociodemographic, and

lifestyle characteristics, as well as self-efficacy. It also offers qualitative observations from

teacher interviews. This essay sheds light on the multidimensional nature of teacher burnout

and emphasizes the importance of a complete strategy to tackling it.

These articles provide a well-rounded view of teacher burnout, taking into account both

emotional and environmental causes, which will be useful for my research on the emotional

components of teacher burnout and its predispositions.

 3

Article 1 - Burnout among school teachers: quantitative and qualitative results from a

follow-up study in southern Sweden (Arvidsson et al; 2019)

In this research paper of Arvidsson et al. (2019) a questionnaire about self-efficacy, burnout,

and occupational, sociodemographic, and lifestyle characteristics was completed by 310

Swedish teachers in the school years 4 through 9 at both the baseline and follow-up (mean 30

months later). This study set out to identify the four levels of teacher burnout by measuring a

combination of weariness, cynicism, and professional competence. The study has three

research question outlined to examined in Table 1 Below:

1. With a focus on job demands and self-efficacy, what is the relative significance of

occupational, sociodemographic, and lifestyle characteristics, as well as self-

efficacy, among teachers at baseline in predicting burnout two to three years later?

2. How are changes in lifestyle, occupational, sociodemographic, and self-efficacy

variables during the follow-up period related to teacher burnout at follow-up?

3. How can we better comprehend how teachers view the responsibilities of their

jobs?

Research Paradigm

The Merriam-Webster Dictionary defines a paradigm as is “a philosophical and theoretical

framework of a scientific school or discipline within which theories, laws, and

generalizations and the experiments performed in support of them are formulated.” (Merriam-

Webster, 2009). The research paradigm is the framework into which your discipline's theories

and practices fit to form the research plan. This foundation informs all aspects of your

research strategy, including the study's goal, research question, equipment or measures

employed, and analysis procedures (Hartley & Benington, 2000).

 4

There is a considerable emphasis on quantitative data analysis in the presented data to

evaluate correlations between variables and develop conclusions about factors impacting

teacher burnout which appears to combine components of positivism, with its quantitative

and empirical approach. Structured questionnaires are used to collect data, which is a

common instrument in positivist research for acquiring standardized data. There is also a

qualitative component in the data, which indicates post-positivism and combination enables a

more comprehensive understanding of teacher burnout, taking into account both objective

and subjective components.

Ontology

The ontology can be used to identify a study field, construct a course of study, build an event

agenda, give words and classifications for reference databases, or in general knowledge

management. (Turk, 2006). In the present article, the study assumes an objectivists outlook as

the existence of burnout among teacher and also factors like sociodemographic, job demands,

lifestyle, self- efficacy and occupational professionalism are the direct influences or

contributory factors leading to teacher burnout. While the study does acknowledge that they

have used qualitative data to have better perspective and understanding to which could

partially also lead to some of the constructionist ontology but overall, it aligns with

objectivist as their focus is completely on studying and recognising phenomena and their

relationships.

Epistemology

Epistemology is the study of knowledge about it nature, limits and sources, and information-

based theories of knowledge seek to develop theories by employing of reasoning and

inference for maximising information to develop (Fred, 2008). Positivism promotes empirical

observation and scientific methods for gaining information about the world. This research

employs quantitative data analysis approaches such as multiple ordinal regression to

 5

investigate relationships between variables and burnout levels. It collects data from a group

of instructors at two periods in time in order to derive empirical findings regarding the factors

driving burnout. The study's goal is to find explanatory variables and quantify their impact on

burnout. While qualitative data analysis is mentioned, which is connected with interpretivist

techniques, the primary emphasis in the abstract appears to be on quantitative analysis and

empirical observations, which is more aligned with positivism.

Methodology

Methodology is strategy and rationale used for the research project while studying different

methods used in previous literature and the new and existing theories and principles behind

them in order to determine right approach of our own research project (McCombes, 2019). In

the study, the data is collected mixed-methods by combining quantitative and qualitative

research methodology. Quantitative data was collected through a questionnaire provided to

310 Swedish teachers based on four factors of burnout levels. Techniques of multiple ordinal

regression and Maslach Burnout Inventory General Survey was used to measure. Qualitative

approach was also engaged but only 81 participants agree for the interview and Longitudinal

Study was designed for data collection from two different points in time.

Disciplinary Influence

This data examines burnout from psychological, sociological, and educational aspects.

Burnout is a psychological condition marked by exhaustion, cynicism, and diminished

efficacy. The "Maslach Burnout Inventory-General Survey" is an important assessment tool.

Age and gender, for example, are sociodemographic characteristics that influence how people

feel burnout. The data focuses on teachers and their profession, taking into account issues

such as occupational conditions. It efficiently addresses teacher burnout research issues by

combining concepts from psychology, sociology, and education.

 6

Article- 2: An Appraisal Perspective of Teacher Burnout: Examining the Emotional

Work of Teachers (Mei-Lin Chang, 2009)

The purpose of the article as stated by the author was to explore existing literature on teacher

burnout focusing on why some of the teachers feel burnout and why others don’t in relation

to unpleasant emotions. It also focused on organisational factors and individual

characteristics to examine inter and intra-personal relationships of teacher. Specifically,

examining judgments made by teachers leading to emotional exhaustion (Chang,2009).

Research Paradigm:

Phenomenology is a qualitative research approach that aims to comprehend the essence of

human experiences through the viewpoints of the individuals involved. In this situation, the

article tries to investigate instructors' emotional experiences, which is consistent with a

phenomenological methodology. The study (Chang,2009) addresses how teachers' habitual

judgmental and evaluation tendencies lead to their emotional experiences and potential

burnout. This supports a Constructivist viewpoint, as it stresses individuals' roles in

developing their knowledge of emotions and their impact.

Ontology:

By analysing the nature of teacher burnout and emotions, the paper digs into the ontological

component. It implies that the repetitive patterns of teachers' judgments regarding student

behaviour and other teaching activities are to blame for their repeated experience with

negative emotions and eventual burnout (Chang,2009). Individuals develop their own

knowledge of the universe through their experiences, interpretations, and interactions,

according to constructionism. It is suggested in the context of the article that teacher burnout

and emotional experiences are generated by teachers' own appraisals and judgments

regarding student conduct and instructional tasks (Chang,2009). This viewpoint indicates that

the nature of teacher burnout and emotions is formed by teachers' subjective judgments and
 7

assessments rather than an objective, external reality. Objectivism, on the other hand,

contends that teacher fatigue and emotions have an objective, external existence that is the

same for all teachers, regardless of their particular interpretations or appraisals. The article's

emphasis on the significance of teachers' judgments in moulding their emotional experiences

is more consistent with a Constructionist viewpoint, in which these feelings are viewed as

socially and subjectively produced rather than objective and universal.

Epistemology:

The paper addresses the epistemological issue when it recommends for greater research on

the antecedent judgments that teachers make. This implies that the article is focused with

determining how teachers grow to understand and interpret their emotional experiences, as

well as the variables that cause these emotions (Chang,2009). It stresses the impact of

teachers' evaluations in determining their emotional responses and indicates that learning

about these evaluations can help instructors regulate their emotions and potentially prevent

burnout. Interpretivism is concerned with comprehending and interpreting individuals'

subjective meanings, experiences, and views within their social and cultural surroundings

(Chang,2009). The paper focuses on teachers' subjective perceptions of their emotional

experiences and how these subjective interpretations affect their emotions and, as a result,

their burnout. This is consistent with an Interpretivist viewpoint, in which the goal is to

comprehend and interpret the subjective experiences and meanings that teachers ascribe to

their emotions, rather than to construct objective, universal rules or patterns relating to

teacher burnout.

Methodology:

The study focusing on reviewing existing literature also exploring the emotional exhaustion

and appraisals suggests that the study has used qualitative research methods. It contains

interviews, surveys and analysis and narrating presented in the paper. Phenomenology can
 8

also be focused as the study aims to examine the emotions and understand the teachers’

experience with change and unpleasant emotions coming through judgement.

Disciplinary Influences

The article's (Chang,2009) discussion of K–12 teaching and teacher burnout suggests that

education research has the most prominent disciplinary influence. The study is located in the

field of education and attempts to contribute to a better understanding of teacher burnout in

this context. A recurring theme in psychology is the study of emotions, assessments, and their

impact on people's well-being and behaviour. The study employs psychological principles to

investigate the emotional aspects of teachers' lives and their relationship to burnout. The

study may have some sociological implications because it addresses social and organizational

components of teaching, such as relationships with students and the influence of teaching

tasks on teachers' emotions (Chang,2009). While not a disciplinary influence in and of itself,

the use of qualitative research methodologies and the emphasis on comprehending subjective

experiences and perceptions corresponds with qualitative research traditions. Overall, the

disciplinary influences in the data center on education research, psychology, sociology, and

components of cognitive science, throughout that add to the research's theory and

methodology to examine teacher burnout and emotions.

Conclusion

In Article -1, the study applies quantitative data analysis, showing a positivist approach, to

examine connections between variables and comprehend teacher fatigue. However, it also

includes qualitative data, in line with post-positivism, to provide a more comprehensive view

of teacher burnout, taking into account both objective and subjective factors. The study is

objectivist in its ontology, concentrating on recognizing phenomena and their direct

consequences on teacher burnout. While some constructionist components are acknowledged.

The essay takes a positivist approach to epistemology, emphasizing empirical observation and
 9

quantitative analysis to generate explanatory variables and quantify their impact. In contrast,

Article 2 employs a phenomenological research approach. It uses phenomenological

methodology to understand the essence of human experiences, specifically the emotional

experiences of instructors. The article advocates for a constructivist ontology. According to a

constructionist viewpoint, teacher burnout and emotional experiences are affected by

instructors' subjective evaluations and assessments. The article is interpretivist in

epistemology, concentrating on understanding and interpreting teachers' subjective meanings

and experiences within their social and cultural settings.

 10

References

Arvidsson, I., Leo, U., Larsson, A., Håkansson, C., Persson, R., & Björk, J. (2019). Burnout

among school teachers: quantitative and qualitative results from a follow-up study in

southern Sweden. BMC Public Health, 19(1). https://doi.org/10.1186/s12889-019-

6972-1

Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional

work of teachers. Educational Psychology Review, 21(3), 193–218.

https://doi.org/10.1007/s10648-009-9106-y

Fred, D. (2008). Epistemology and Information. , 29-47. https://doi.org/10.1016/B978-0-444-

51726-5.50007-8.

Hartley, J., & Benington, J. (2000). Co-research: A new methodology for new times.

European Journal of Work and Organizational Psychology, 9(4), 463–476.

https://doi.org/10.1080/13594320050203085

McCombes, S. (2019, February 25). How to Write a Research Methodology in Four Steps.

Scribbr.

https://www.scribbr.com/dissertation/methodology/#:~:text=Methodology%20refers

%20to%20the%20overarching

McNamara, D. R. (1979). Paradigm Lost: Thomas Kuhn and educational research. British

Educational Research Journal, 5(2), 167–173.

https://doi.org/10.1080/0141192790050203

Merriam-Webster. (2009). Definition of PARADIGM. Merriam-Webster.com.

https://www.merriam-webster.com/dictionary/paradigm
 11

Turk, Ž. (2006). Construction informatics: Definition and ontology. Advanced Engineering

Informatics, 20(2), 187–199. https://doi.org/10.1016/j.aei.2005.10.002