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Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers
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Article · December 2021

DOI: 10.46627/silet.v2i3.88

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Studies in Learning and Teaching
SiLeT, Vol. 2, No. 3, December 2021: 115-129
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and Teaching

Burnout Syndrome During the Covid-19 Pandemic among Visual Art

Teachers in Ghana

*M Osei1, D Adom1, A Twene2, N Tetteh3

1Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and
Technology, Ghana
2Department of Publishing Studies, Kwame Nkrumah University of Science and Technology, Ghana
3Department of Industrial Art, Dr. Hilla Limann Technical University, Ghana

Article Info ABSTRACT

Article history: This study sought to address burnout syndrome during the COVID-
Received November 19, 2021 19 global pandemic among visual art teachers in Ghana. The startling
Revised November 27, 2021 intricacies of COVID-19 burnout among Visual Art Teachers (VAT)
Accepted December 6, 2021 in Ghana were discovered using an exploratory research approach.
Available Online December 30, 2021 112 participants were surveyed across Senior High Schools Visual
Keywords:
Art Teachers in Ghana. Data were analysed using t-test, regression
and analysis of variance test (F test) to determine whether there were
Academic stress significant differences between the burnout levels and demographic
Burnout syndrome factors. The findings revealed that, the only effects of the burnout
COVID-19
that are statistically significant on gender are reduction in
Stress coping mechanism
productivity or efficacy in teaching difference (t=-4.41,
p=0.00(p<0.05)), sleep disorders (t= -3.22, p=0.02(p<0.05)), short
temper (t=-2.84, p=0.006(p<0.05)) and health consequences (t=3.36,
p=0.001(p<0.05)). The ANOVA was significant between burnout
negative effect among education level F (3, 108) =2.983, p= .035.
However, the ANOVA was insignificant between burnout causes,
effects and preventive strategies scores and the ages of the teachers.
The findings revealed that the majority of suggestions for burnout
prevention falls under the category of personal changes. The study
contends that though job responsibilities are high, the primary idea
is that individuals have a larger role to play in preventing burnout.

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INTRODUCTION
Academic activities in various educational institutions are fertile grounds for breeding stress
among teachers and students (Edjah et al., 2020; Adom et al., 2020a). In its aggravated form, stress
turns into burnout (Shailesh, 2018). Burnout is more prevalent in employment outlets where
workers spend considerable time with their clients (Clutterbuck, 2009). Thus, it is no surprise to
find the burnout syndrome among teachers because research tags the teaching profession as a
high-stress job (Kyriacou, 2001; Hulya, 2014). The term burnout was first referenced in Graham
Greene’s novel titled ‘A Burnt-Out Case’ published in the early 1960s (Montero-Marin et al.,
2016). However, Freudenberger, the American-German psychologist, is noted to be the celebrated
name for the term ‘burnout’ in 1974. This is when he used it in describing the physical and
emotional exhaustion faced by some young social workers he studied (Cluterbuck, 2009). Burnout
has often been defined as a psychological response to chronic work-related stress (Shirom, 2003;
Shailesh, 2018). It is a psychosocial condition that presents itself when a person is unable to cope
with chronic stress (Montero-Marin et al., 2016). Burnout syndrome is a negative subjective
experience with negative perceptions and behaviours evident after prolonged exposure to

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chronic stress (Ahola et al., 2010; Khamisa et al., 2017; UNESCO, 2020a). There has been a
resurgent interest in burnout studies recently by scholars because of its negative effects on
professions related to human services such as teaching (Hulya, 2014; Gorji, 2011).
The causes of burnout syndrome are multifaceted, though they are all forms of stressors
(Shailesh, 2018). Among teachers, working for long hours due to high workloads, emotional
exhaustion, pressure from educational administrators, role ambiguity, student-behaviour
problems, lack of social support, lack of motivation and participatory decision-making, amongst
many others, often result in burnout (Kyriacou, 2001; Zhang & Sapp, 2007; Stoeber & Rennert,
2008). The main causes of burnout syndrome in academic institutions are always associated with
the challenges in the delivery of teaching and learning activities (Cruz & Abellan, 2015). This
drastically reduces the productivity or efficacy of teachers driven by a lack of enthusiasm
(Rothmann et al., 2006; Najimi et al., 2014). Burnout syndrome develops gradually among
teachers as they battle with ineffective stress management strategies (Schaufeli et al., 2009).
Hamre and Pianta (2004) note that teachers affected by the burnout syndrome demonstrate less
empathy and intolerance toward their students in the dispensation of classroom teaching and
learning. There is also noticeable feelings of inadequacy and job dissatisfaction amongst teachers
experiencing burnout syndrome (Kumari & De Alwis, 2015; Khamisa et al., 2017). Such teachers
are subject to physical, emotional and mental health disorders (Jennings, 2008; Idris, 2011; Young
et al., 2013; Montero-Marin et al., 2016; Gorji, 2011). A teacher or educator who is undergoing
burnout has low morale, low self-esteem, and is physically exhausted (Brown & Roloff, 2011).
Depression, musculoskeletal pain, cardiovascular diseases, and type 2 diabetes are all possible
burnout health challenges faced by teachers. Other negative effects of burnout among teachers
include sleeping disorders, strained relations with family and friends as well as short
temperaments (García-Izquierdo & Rı´os-Rı´squez, 2012).
Studies on burnout syndrome among teachers merit scholarly attention as it greatly affects
the expected learning outcomes of students (Hulya, 2014; Khan et al., 2013; Veena & Shailaja,
2016; Adom et al., 2020b). This has become even more necessary due to the unparalleled
disruption of the foundations of education as a result of the recent COVID-19 global pandemic
that forced the suspension of the West African Secondary School Certificate Examination
(WASSCE) on March 20, 2020. Though recently ended, the WASSCE saw frantic preparations by
teachers to put their candidates in the mode of the examination a couple of months ago when
these final year students were called back into school amidst a lot of uncertainties. Teachers were
thus under a lot of pressure to prepare students to be able to sit for these examinations, visual art
teachers inclusive. Based on this backdrop, the main purpose of the study was to investigate the
causes, effects and preventive strategies of the COVID-19 burnout syndrome on Visual Art
teachers in Ghana. Also, it was to determine whether there was a significant negative effect of the
COVID-19 burnout on the socio-demographic factors such as gender, age and educational levels
of Visual Art Teachers.

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Conceptual Framework

Figure 1. Adapted from the general model of burnout. Source: Maslach et al. (1996)

Job burnout study began in the human services sector in an attempt to describe the syndrome
that afflicted the overworked, fatigued, and distant worker who was once driven and involved.
Although there is some variation in burnout definitions, Maslach et al. (1996) conceptual and
operational definition is the most generally used and recognized. Maslach et al. (1996) concept of
job burnout posits a three-dimensional construct consisting of emotional exhaustion,
depersonalization, and personal accomplishment. Burnout's central characteristic is emotional
exhaustion, which is defined as a sense of being emptied as a result of long-term job stress.
Emotional exhaustion causes the worker to pull away from clients, becoming cynical and
disconnected. Depersonalization is the insensitivity to people receiving services and
inappropriate behaviour toward others, regardless of their distinctions. Personal
accomplishment, the third dimension, refers to sentiments of ineffectiveness at work, regardless
of effort.
The following research question guides this study, which focuses on studies exploring the
significant differences between job burnout and teachers well-being: Are there any significant
negative effects of the COVID-19 burnout on gender (Visual Art Teachers)?; Are there any
significant difference between burnout causes, effects and preventive strategies scores and the
ages of Visual Art Teachers (VAT); To what extent did Visual Art Teachers (VAT) burnout causes,
negative effect and preventive strategy vary depending on sociodemographic factors such as
education level. (see Figure 1)? The negative effects of the COVID-19 burnout were categorised
into three domains: Psychological, Physiological and Behavioural. The World Health
Organization's comprehensive definition of health and well-being, which defines health as a state
of total mental, bodily, and social welfare, guides this study's multi-domain approach (World
Health Organization, 1948) - (1) Psychological well-being, (2) physiological well-being, and (3)
behavioural well-being were the three well-being domains examined. Figure 1 indicated that the
three categories of burnout (emotional exhaustion, depersonalisation and personal
accomplishment give rise to these negative effects.

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RESEARCH METHOD
An exploratory research design was deemed to appropriate to discover the striking complexities
of COVID-19 burnout among Visual Art Teachers (VAT) in Ghana. Exploratory research is
conducted when enough is not known about a phenomenon and a problem that has not been
clearly defined (Saunders et al., 2017). It does not plan to address the research questions in a final
and definitive way, but rather discusses the research subject with different degrees of profundity.
Therefore, it aims at addressing new issues that have not been investigated before. The study also
employed a quantitative method through the use of questionnaire. On the other hand, the
researchers would objectively use a quantitative approach to summarize the problem by using
fixed numbers.
To provide insight into COVID-19 burnout among Visual Art Teachers, a convenience
sampling technique (N = 112) was used to recruit Senior High Visual Arts teachers in Ghana
specifically Ashanti Region to complete the hard copy questionnaire during the wake of the
COVID-19 pandemic. To participate, a teacher had to teach Visual Arts in Ashanti Region. The
questionnaire included three different scales adopted and modified from (Maslach et al., 1996).
The first scale included was the COVID-19 causative scale (12 items), the second scale included
negative effects (12 items) and the last scale included the preventive strategies (16 items). A five-
point Likert scale ranging from strongly disagree (1) to strongly agree (5) was used to measure
the three different scales. An example question of the causative scale included, “high workloads
due to class size.” An example question of negative effects included, “challenges in the delivery
of the teaching and learning activities” Lastly, an example question of preventive strategies
included “training on self-control and stress management”. In the study, t-test, regression and
analysis of variance test (F-test) were used for the analysis of the data. A t-test was used to
determine whether there were significant differences between both the burnout levels and the
classroom management attitudes and beliefs of male and female teachers. Furthermore, the data
were analyzed using ANOVA to find out whether there were significant differences among
different categories of the variables under study (age, gender, and education level). Again, the
data were analysed using regression to test the impact of burnout on Visual Art Teachers (VAT).

RESULTS AND DISCUSSION

Table 1 Reliability Statistics
A Cronbach’s Alpha was used to prove the reliability and how consistent will be of the data
collected. The results gave a good coefficient alpha of 0.822.
Table 1. Gender distribution.
Obs Percent
Female 21 18.8
Male 90 80.4
Total 111 99.1
Total 112 100
Table 1, it shows that out of 112 respondents surveyed 80.4 % of the respondents were male
while 18.8% of the respondents were female.
Table 2. Educational qualification.
Obs Percent
Valid Diploma 6 5.4
1st Degree 82 73.2
Master's Degree 20 17.9
PhD 4 3.6
Total 112 100

Table 2 indicates that the majority of the respondents' educational qualification is 1st degree
representing 73.2% and the qualification is Doctor in Philosophy representing 3.6%.

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Table 3. Age distribution.

M SD Obs Percent
20-30 33 29.5
31-40 53 47.3
41-50 20 17.9
51-60 4 3.6
Total 110 98.2
Total 1.95 .794 112 100

Data from Table 3 suggests, a higher number of respondents which is 53(47.3%), took part in the
study were within the ages of 31-40 years and the least age group was 51-60 years representing
4(3.6%). The average age is (M= 1.95, SD=.794).
Table 4. Marital status.
Obs Percent
Valid Married 70 63.6
Single 40 36.4
Total 110 100
Total 112

Table 4 shows the majority of the respondents who took part in the study is married representing
63.6% and the remaining 36.4% is single.

Table 5. Subject distribution according to teachers.

Teachers Percent
Valid G.K.A 33 29.5
Textiles 9 8
G.K.A./Picture Making 12 10.7
Sculpture 8 7.1
Leather Work 8 7.1
Graphic Design 25 22.3
Picture Making 7 6.3
G.K.A/ Ceramics 6 5.4
Total 112 100

From Table 5, most of the respondents who participated in the survey were teachers of General
Knowledge in Art (G.K.A.) representing 29.5%, followed by Graphic Design teachers,
representing 22.3% and the least participated participants were teachers teaching both G.K.A and
Ceramics, representing 5.4%.
Table 6. School distribution.
Names of Participated Senior High Schools Number of Visual Art Teachers Percent
Prempeh College 4 3.6
Valid St. Louis 5 4.5
KSTS 18 16.1
Pakoso Community Day SHS 8 7.1
SDA SHS Bekwai 14 12.5
Kofi Agyei SHS 9 8
Serwaa Nyarko SHS 6 5.4
Ejisuman 15 13.4
ESTS 2 1.8
KNUST SHS 6 5.4
Adventist Senior High Kumasi 3 2.7
Kumasi Academy 9 8
Total 112 100

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Table 6 indicates the number of Senior High Schools and Visual Arts teachers surveyed for this
study.
Table 7. Causative, effects and preventive strategies
Variable Obs Mode M SD
CAUSATIVE AGENTS OF THE COVID-19
BURNOUT
1. High workloads due to class size 112 Agree 3.313 1.389
2. Emotional exhaustion as a result of 112 Agree 3.473 1.185
COVID-19 health concern
3. Financial problems 112 Agree 3.321 1.092
4. Fear or Uncertainty of the future 112 Neutral 3.607 1.11
5. Pressure from educational 106 Agree 3.377 1.238
administrators
6. Role ambiguity 110 Neutral 2.973 0.999
7. Student-behaviour problems 108 Agree 3.574 1.129
8. Lack of social support 110 Agree 3.782 1.144
9. Lack of motivation 104 Agree 3.637 1.215
10. Lack of participatory decision-making 111 Agree 3.279 1.192
11. Inability to engage in cultural events 110 Neutral 3.536 1.217
such as funeral etc.
12. Inability to associate with friends, and 112 Neutral 3.455 1.177
family as a result of the COVID-19 lockdown
OVERALL MEAN 3.443
NEGATIVE EFFECTS OF THE COVID-19
BURNOUT
1. Challenges in the delivery of the 108 Agree 3.315 1.22
teaching and learning activities
2. Reduction in productivity or efficacy in 112 Neutral 3.179 0.97
teaching
3. Lack of enthusiasm 112 Neutral 3.179 0.942
4. Ineffective stress management 112 Neutral 3.214 1.118
strategies
5. Demonstration of less empathy and 110 Neutral 2.709 1.061
intolerance toward their students
6. Noticeable feelings of inadequacy 112 Neutral 3.08 1.00574
7. Job dissatisfaction 112 Neutral 2.759 1.05
8. Depression 110 Neutral 2.964 1.091
9. Sleep disorders 112 Neutral 2.991 1.095
10. Strained relations with family and 112 Neutral 3.232 1.082
friends
11. Short temper 112 Neutral 2.563 1.02
12. Health consequences 111 Neutral 2.775 1.248
OVERALL MEAN 2.997

COVID-19 BURNOUT PREVENTIVE

STRATEGIES
1. Training on self-control and stress 112 Agree 3.821 0.951
management
2. Taking time off to think, reflect, 110 Agree 3.809 0.943
meditate and pray
3. Taking time off their busy schedules to 112 Agree 3.676 1.18
relax or sleep
4. Engaging in fun activities (game movie, 112 Agree 3.429 1.271
concert)
5. Going for vacation 112 Agree 3.821 0.97
6. Aerobic exercises/muscles 112 Agree 3.607 1.188
relaxation/breathing exercises

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7. Sharing feelings with friends and 110 Agree 3.6 1.094

family
8. Having a healthy home life 111 Agree 3.846 1.138
9. Eating a healthy balanced meal 110 Agree 4.073 0.945
10. School administration consulting 110 Agree 3.827 1.132
teachers on curriculum development
11. Provision of adequate instructional 108 Agree 4 1.005
facilities for teaching and practical activities
12. Giving teachers clear job descriptions 112 Agree 3.938 0.952
and expectations
13. Offering training programmes targeted 110 Agree 3.882 1.147
at the professional growth of teachers
14. Organizing health promotion and 112 Agree 3.938 1.157
awareness programs for teaching staff
15. Setting short- and long-term realistic 110 Agree 3.891 1.026
goals
16. Setting limits on excessive or 108 Agree 3.852 0.975
inappropriate work demands
OVERALL MEAN 3.813

Note: The five-point Likert scale ranges from Strongly Disagree =1, Disagree = 2, Neutral =3, Agree = 4,
Strongly Agree= 5
Table 7 indicates the analysis of the causative agents, effects and preventive strategies of the
COVID-19 burnout among Visual Art Teachers (VAT). With regards to the causes of the COVID-
19 burnout, the responses to the first statement shows that high workloads due to class size are
one of the causative agents of COVID-19 burnout (Mode = Agree, M = 3.313, SD = 1.389). The
respondents also agree that emotional exhaustion as a result of COVID-19 health concern is a
causative agent (Mode = Agree M = 3.473, SD = 1.185). Contrariwise, the respondents were
neutral about these statements as causative agents of the C0VID-19 burnout among visual arts
teachers: “financial problems, fear or uncertainty of the future, role ambiguity, lack of
participatory decision-making and inability to engage in cultural events such as funeral”. Owing
to this, the overall mean (Mode= 4, M= 3.443) suggests the majority of the respondents were in
agreement with the 12 statements (8 out of 12 statements indicate agreement) used to test as
causative agents of the COVID-19 burnout among visual arts teachers in Ashanti Region
specifically Senior High Schools.
Concerning the negative effects of the COVID-19 burnout on Visual Arts teachers, the
respondents were neutral to the majority of the statements. For instance, out of 12 statements,
only one shows positive agreement to the negative effect of the COVID-19 burnout on them that
is “Challenges in the delivery of the teaching and learning activities (Mode = Agree M = 3.315, SD =
1.220). The overall mean and mode also indicate neutrality among the respondents (Mode =
Neutral, M = 2.997). Regarding the preventive strategies to curb the COVID-19 burnout, the
overall sampled participants representing 100% (112) agreed that the 16 listed statements in table
4.8 could be used as a strategy to control the COVID-19 burnout. The overall mean and mode
suggest a positive agreement (Mode = Agree, M = 3.813).

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(R1) Are there any significant negative effects of the COVID-19 burnout on gender (Visual Art Teachers)?
Table 8. Multiple regression analysis on the effect of covid-19 burnout on VAT

Equation Obs Parms RMSE "R-sq" F P

SEX 106 12 .3457316 0.3328 4.26196 0.0000

SEX Coef. Std. Err. t P>|t| [95% Conf. Interval]

reduction -.181413 .040236 -4.51 0.000 -.2613024 -.1015235

enthusiasm .075653 .0555782 1.36 0.177 -.0346988 .1860047
Ineffective -.0178913 .0465554 -0.38 0.702 -.1103282 .0745456
Demonstration .0104773 .0407204 0.26 0.798 -.0703741 .0913286
Noticeable .0318595 .0451367 0.71 0.482 -.0577605 .1214794
Job .0745642 .0500429 1.49 0.140 -.0247972 .1739256
Depression -.0519436 .0391799 -1.33 0.188 -.1297363 .025849
Sleep -.1443254 .0448175 -3.22 0.002 -.2333117 -.0553392
Strained .0598537 .0478056 1.25 0.214 -.0350655 .1547729
short -.1216648 .0428757 -2.84 0.006 -.2067955 -.0365342
Health .1344925 .0399829 3.36 0.001 .0551055 .2138795
_cons 2.185539 .1821568 12.00 0.000 1.823862 2.547216

The F-test analysis in table 4.8 shows that there is an equal variance between the two groups
namely sex and the effects ((F test; F=4.26196 p=0.000(p<0.05)). Again, the only effects of the
burnout that are statistically significant are reduction in productivity or efficacy in teaching
difference (t = -4.41, p=0.00(p<0.05)), sleep disorders (t = -3.22, p=0.02(p<0.05)), short temper (t =
-2.84, p=0.006(p<0.05)) and health consequences (t = 3.36, p=0.001(p<0.05)). The rest is statistically
insignificant (Table 4.9). However, 33% approximately of the variance is connected to the effects
of COVID-19 burnout among VAT. This variation is too small leaving several differences
unexplained. It could also be deduced that only reduction in productivity, as well as sleep
disorders, short temper and health consequences, are predictors of the negative effects of the
COVID-19 burnout among VAT. The value for the R-squared is 0.3328. This implies that in this
model only approximately 33% of the variance accounts for the negative effect of burnout among
teachers.

(R2) Are there any significant difference between burnout causes, effects and preventive strategies scores
and the ages of Visual Art Teachers (VAT)
A one-way analysis of variance was conducted to evaluate the difference between burnout
scores and the ages of Visual Art Teachers (VAT). The independent variable is the age of the
Visual Art Teachers and the dependent variable is burnout scores. The independent variable has
4 levels: 20-30, 31-40, 41-50, and 51-60 while the dependent variable has 3 levels: causes, negative
effects and preventive strategies. The ANOVA was insignificant COVID-19 burnout causes scores
and ages of VAT F (3, 106) = 2.240, p = .087. The variance estimates between the subject scores
(ages) are 1.014 and within the subject scores (ages) is .0.451. This implies that the population
variance is nearly 2.2 times greater than within the subject scores (ages) that are being accounted
for. The value for the R-squared is 0.060. This shows that, in this model, only approximately 6%
of the variance accounts for burnout causes scores leaving several differences unexplained. Also,
there was not a statistically significant difference between burnout negative scores and age F (3,
106) = .647, p = .587. The value R-squared is .018. Again, the ANOVA was insignificant between
burnout preventive strategy scores and ages F (3, 106) =2.221, p = .0.09 and the value for the R-
squared is .059.

(R3) To what extent did Visual Art Teachers (VAT) burnout causes, negative effect and preventive strategy
vary depending on socio-demographic factors such as (R3a) education level?

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ANOVA was conducted to assess the difference between burnout causes, negative effects
and preventive strategy and education level. The independent variable is education level and the
dependent variable is burnout. The independent variable has 4 levels: Diploma, 1st Degree,
Master’s Degree, and Doctorate Degree and the dependent variable has 3 levels: causes, negative
effects and preventive strategy. The ANOVA was insignificant between education level and
burnout causes F (3, 108) =1.735, p = .164. The variance estimates between the subject scores
(education level) are .783 and within the education level is .452. This means that the population
variance is approximately 2 times greater than within the subject experience (education level)
that is being accounted for. The value for the R-squared is .046. Also, there was not a statistically
significant difference between preventive strategy among education level F (3, 108) = .661, p =
.578. The value for R-squared is .018. However, the ANOVA was significant between burnout
negative effect among education level F (3, 108) =2.983, p = .035. The variance estimates between
the subject scores (education level) are 1.783 and within the group of education level is .352. The
value for the R-squared is .077. This shows that, in this model, only approximately 8% of the
variance accounts for burnout negative effects leaving several differences unexplained.
Since the overall F-test was only statistically significant between burnout negative effect score
and education of levels of VAT, post hoc multiple comparisons were conducted to determine the
pairwise difference among the means of the four groups of education levels. The procedure
adopted for these multiple comparisons is Tukey. The Post-hoc t-tests indicated that there was a
significant difference in the means between teachers with lower and high education levels and
burnout negative effects (p=0.041) as well as between low and high education levels (p=0.047).
However, low and middle educated VAT did not indicate the tendency of burnout negative
effects (p=.708). Again, there was not a significant difference in the means between VAT with
middle and high education levels (p=.205). It could be deduced that VAT with lower, low and
high education levels was highly affected during the COVID-19 burnout. The 95% confidence
intervals for the pairwise differences are reported in Table 9.
Table 9. Post hoc test
Dependent Variable: Negative Effect
Tukey HSD
(I) Educational Qualification Mean Std. Sig. 95% Confidence
Difference (I-J) Error Interval
Lower Upper
Bound Bound
Diploma 1st Degree -.2289 .25077 .798 -.8833 .4255
Master's Degree -.3872 .27600 .500 -1.1075 .3330
PhD -1.0278* .38275 .041 -2.0266 -.0290
1st Degree Diploma .2289 .25077 .798 -.4255 .8833
Master's Degree -.1583 .14788 .708 -.5442 .2275
PhD -.7989* .30362 .047 -1.5912 -.0066
Master's Degree Diploma .3872 .27600 .500 -.3330 1.1075
1st Degree .1583 .14788 .708 -.2275 .5442
PhD -.6405 .32477 .205 -1.4880 .2070
PhD Diploma 1.0278* .38275 .041 .0290 2.0266
1st Degree .7989* .30362 .047 .0066 1.5912
Master's Degree .6405 .32477 .205 -.2070 1.4880
Based on observed means.
The error term is Mean Square (Error) = .352.
*. The mean difference is significant at the .05 level.
Note: Lower =Diploma, low =1st Degree, Middle=Master Degree, High =PhD
The study aims to examine the COVID-19 burnout among Visual Arts Teachers (VAT) in
Ghana such as the causes, effects and preventive strategies put in place in order to curb the
burnout.

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Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana
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Causative Agents of the COVID-19 Burnout

The findings reveal that most of the visual art teachers agree that the causes of the COVID-19
burnout affected their profession and life during the pandemic. This finding is congruent with
recent studies in an Italian and Chilean population, which showed a significantly lower
psychological wellbeing among people and individuals with health risk factors (Lizana et al.,
2021; Pieh et al., 2020). Similar results have also been found in Austria, where women and young
adults aged less than 35 years and the unemployed and the impoverished have problems with
mental health due to an increase in depression and a decline in quality of life.

Negative Effects of the COVID-19 Burnout

With regards to the negative effect of the COVID-19 burnout, teachers’ opinions were normally
distributed. There was no clear indication that the COVID-19 burnout has affected their quality
of life and their field of work. Although studies on the effect of COVID-19 burnout on teachers is
scanty, the findings reveal that visual art teachers face challenges in the delivery of teaching and
learning activities due to inadequate resources. This result is paralleled with the studies
conducted by (Sokal et al., 2020). Owing to this, recent research has shown that teachers have
been stressed to adjust (at record time) to conduct online classes during lock-down (Besser et al.,
2020). This stress is typically accompanied by worry, sadness and sleep disturbance as a result of
increased workload as a result of home education (Ng, 2007). Another recent Arab study has
confirmed that this crisis has caused teachers to suffer problems that are often related to a
pandemic situation, such as anxiety, depression, domestic violence, and divorce, all of which
restrict their ability to teach properly (Al Lily et al., 2020). Moreover, prior research has
demonstrated that working at home using ICT can produce emotions of strain, anxiety, weariness
and decreased work satisfaction (Cuervo et al., 2018) and that these were the only facilities
accessible for teachers during the pandemic.
The research findings also indicate that under-efficiency, lower flexibility as evaluated by
attitudes to change, and more demand for work combined with lower resources are connected
with teacher burnout in the pandemic situation. In addition to this, the multiple regression
analysis reveals that there is an equal variance between the two groups namely sex and the effects
but approximately 33% of the variance is connected to the effects of COVID-19 burnout among
VAT. This variation is too small leaving several differences unexplained. Also, the findings of this
study confirm that a high percentage of visual art teachers suffer symptoms of sleeping disorders,
short temper, health disorders; which is statistically significant according to the multiple
regression analysis. A plethora of studies confirm these findings of the negative effect of COVID-
19 burnout (Lizana et al., 2021; Besser et al., 2020; UNESCO, 2020b).

COVID-19 Burnout Preventive Strategies

Regarding the preventive strategies to curb the COVID-19 burnout, the overall sampled
participants representing 100% (112) agreed that the 16 listed statements in table 4.8 could be
used as a strategy to control the COVID-19 burnout. The overall mean and mode suggest a
positive agreement. In line with a recent study in Japan, mindfulness, counselling those at risk of
burnout, and reducing workload have been proposed as measures to address the widespread
burnout among workers given the unprecedented surge in COVID-19 cases (Correia & Almeida,
2020). Also, psychological resilience has been highlighted as a protective factor against burnout
(Di Monte et al., 2020). Although there are no simple answers to the prevention of burnout, it
would be important to ensure shift efforts to prevent overwork and to provide support for mental
health at a high level of policy to enhance efficiency. Taking time off busy schedules to relax is
one of the preventive strategies to curb work burnout (Maslach & Goldberg, 1998). According to
the authors, there are different strategies to reduce high excitement and achieve a calm condition,
from biofeedback, meditation and massages to hot baths. Some relaxation tactics are geared for
the job, while others focus on relaxing when the workday is through (Hamberger & Stone, 1983;
Homer, 1985). A relaxed lifestyle also incorporates positive interests in non-work-related

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Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana
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activities and hobbies and is therefore promoted as a technique to compensate for burnout stress
(MacBride, 1983).
Healthy living at home and nutritious food are other preventive precaution that was
considered by the VAT. The necessity of excellent health is so important that frequently it is not
explained why it is anti-burnout (Slavin, 2019). The opposite viewpoint, however, was that, in
addition to their intrinsic health benefits, such wellness programmes, only temporarily reduce
burnout and do not avoid stress problems (Donatelle & Hawkins, 1989). It is usually considered
that a person is protected against burnout by good health and fitness. Therefore, most suggestions
for burnout prevention contain diet and exercise advice in addition to the other measures
(Leighton & Roye, 1984; Lowenstein, 1991; Ross, 1993). In addition to this, one apparent
preventive measure adopted by the visual art teachers in this study was setting short- and long-
term realistic goals and limits on excessive or inappropriate work demand. Sometimes this takes
the form of advocating a permanent reduction in hours worked per week (Homer, 1985). In other
cases, the proposal is to deliberately slow down the pace of work once burnout begins to appear,
rather than to shift into overdrive and work harder than ever (Lyall, 1989). However, there was
no significant difference between preventive strategies and socio-demographic factors such as
sex, age and education level of Visual Art Teachers.

CONCLUSION
The study’s purpose was to find out the causes, effects and preventive strategies for COVID-19
burnout syndrome for Visual Art teachers in Ghana. Also, it was to determine whether there was
a significant negative effect of the COVID-19 burnout on the socio-demographic factors such as
gender, age and educational levels of Visual Art Teachers (VAT). The findings of this study
revealed approximately 33% of the variance accounts for the negative effect of burnout among
teachers. With regards to the preventive strategies, the overall mean and mode suggest a positive
agreement. Nevertheless, the difference between preventive strategies and socio-demographic
factors such as age and educational level of VAT was statistically insignificant. Contrariwise,
there was a significant difference between burnout negative effects and different categories of
education level.
Given how much more research is needed to fully comprehend the complexities of burnout
causes and effects, it would be premature to assume that there is a definitive solution to this
problem. However, as the risk of burnout spreads to other work contexts, the need to identify
those answers is becoming increasingly essential. The majority of advice for burnout prevention
falls under the area of person modification according to burnout. Although workplace demands
are significant the basic concept is that teachers have a larger role in burnout prevention. This
individualistic argument is based on a variety of assumptions. To begin with, the cause of
burnout is usually attributed to the teacher rather than the workplace. Burnout is caused not just
by a harsh working environment but also by the teacher’s workaholic attitude toward this
situation. Again, for institutional burnout to be curbed, the stakeholders in education precisely
the Ghana Education Service (GES) and Ministry of Education (MOE) must establish counselling
units in schools to help teachers who are stressed. The scope of the study is dictated by
quantitative variables and the specific recommendations made by the researchers. However, this
study did not adequately address all the variables to assess burnout syndrome during the
COVID-19 pandemic; a qualitative study is therefore suggested to investigate the actual practice
of teachers that causes burnout, to create a more complete picture of the causes and effects of the
burnouts. Also, one particular subject which the researcher has not discussed in this study, but
which is worth researching and which complements this study is the perspective of pupils or
students on COVID-19 burnout due to large class size.

ACKNOWLEDGEMENTS
The authors would like to thank our research assistants, Lydia, Belinda, and Emmanuella for
helping us with the collection of the data for the study.

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 Burnout Syndrome During the Covid-19 Pandemic among Visual Art Teachers in Ghana
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Author (s):
* Mavis Osei (Corresponding Author)
Department of Educational Innovations in Science and Technology,
Kwame Nkrumah University of Science and Technology, Ghana
E-mail: [email protected]

Dickson Adom
Department of Educational Innovations in Science and Technology,
Kwame Nkrumah University of Science and Technology, Ghana
E-mail: [email protected]/[email protected]

Ampofo Kwene
Department of Publishing Studies,
Kwame Nkrumah University of Science and Technology, Ghana
E-mail: [email protected]

Nicholas Tetteh
Department of Industrial Art,
Dr. Hilla Limann Technical University, Ghana
E-mail: [email protected]

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