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Research Critique: Quantitative
Lashonda Smith-Mcneal
School of Education, Liberty University
Research Critique: Quantitative
The intent of this review is to evaluate the study titled “ Burnout Among Elementary and
High School Teachers in Three Canadian Provinces: Prevalence and Predictors” by Agyapong et
al. (2024). The review will encompass both a summary and a critique of the key findings of the
research study. The final paragraph addresses my professional experience relevant to the
research issue.
Summary
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Purpose
The purpose of the study conducted by Agyapong et al. (2024) was to evaluate the
prevalence of burnout among elementary and high school educators in Canada and determine
the principal characteristics that forecast its emergence. This original research quantitatively
analyzed trends in compassion satisfaction, compassion stress/fatigue, and burnout among
educational professionals in Alberta during a three-year period (2020–2023). Specifically, the
study aims to identify the predictors of these burnout dimensions, emphasizing the roles of
stress and resilience among educators (Agyapong et al. 2024).
Participants/Sample
The research utilized a survey tool sent to a large population of educational
professionals, encompassing of teachers, educational assistants, and support personnel. A total
of 1912 educators were sent a link to the online survey using a text message. Of those sent and
received, 780 voluntarily completed the burnout survey questions, yielding a response rate of
41%.
Participants included both elementary and high school teachers from the three provinces, with
sample overwhelmingly female, with 87.7% of participants and only 12.3% as male. (Agyapong
et al. 2024).
Research Design
The research utilized an exploratory mixed-methods methodology, with a particular
emphasis on quantitative data gathered via cross-sectional survey design through structured
survey questions. Data was obtained at three specific intervals: June 2020, January 2021, and
May 2023. The survey assessed characteristics including compassion satisfaction, stress, and
burnout, and examined temporal patterns (Agyapong et al. 2024). Ethics permission from the
institution was secured, and data collection was conducted with the assistance of professional
organizations representing educational personnel.
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Method of Data Collection
Data was collected via surveys that were sent online through the University of Alberta
REDCap platform from September 1, 2022, to August 30, 2023. The participants consisted of
educators from Alberta, Nova Scotia, and Newfoundland and Labrador, obtained using the
Wellness4Teachers initiative, which employed supportive text messages through a
selfsubscription service. The study included information on sociodemographic factors and
professional and clinical characteristics that influence burnout, stress, and resilience.
Standardized instruments such as the Maslach Burnout Inventory-Educator Survey (MBI-ES),
the Brief Resilience Scale (BRS), and the Perceived Stress Scale 10 (PSS-10) were all used to
assess these components of the study (Agyapong et al. 2024).
Method of Analysis
The statistical analysis conducted using SPSS (version 28) , provided descriptive statistics
that were applied in order to summarize the data. Chi-square and Fisher’s exact tests were
both used to evaluate connections between factors and the three aspects of burnout. Three
separate binary logistic regression analyses were carried out to determine the predictors of
elevated emotional tiredness, increased depersonalization, and diminished personal
accomplishment.
Results
The study, "Burnout among elementary and high school teachers in three Canadian
provinces: prevalence and predictors," provided substantial statistical data concerning the
prevalence and factors associated with burnout among educators in Alberta, Nova Scotia, and
Newfoundland and Labrador. The study revealed a significant prevalence of burnout among
the participating educators. Emotional fatigue was the predominant characteristic, with 76.9%
of teachers indicating elevated levels. Alberta exhibited the highest prevalence of emotional
tiredness at 83.1%, succeeded by Nova Scotia at 77.5%, and Newfoundland and Labrador at
65.7%. Depersonalization was noted by 23.2% of educators, while 30.8% identified an absence
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in professional accomplishment (Agyapong et al. 2024). Additionally, the study identified
several factors that significantly predicted the different dimensions of burnout. Educators
exhibiting high levels of perceived stress were 6.88 times more likely to report emotional
exhaustion (OR = 6.88; 95% CI: 3.31–14.29). Those exhibiting low resilience demonstrated a
3.26-fold increased likelihood of experiencing emotional exhaustion (OR = 3.26; 95% CI:
2.00–5.31). Employment in an urban environment heightened the probability of emotional
exhaustion by a factor of 1.63 (Agyapong et al. 2024). Male teachers exhibited a 2.40-fold
increased likelihood of experiencing depersonalization (OR = 2.40). Teachers in common-law or
partnered relationships were more likely to experience depersonalization. Employment in an
urban environment heightened the probability of depersonalization by a factor of 1.57. Music
teachers (OR = 4.92) and physical education teachers (OR = 3.81) exhibited a higher tendency
towards depersonalization in comparison to English teachers. High stress (OR = 2.55; 95% CI:
1.65–3.93) and low resilience (OR = 1.62) emerged as significant predictors (Agyapong et al.
2024). High stress emerged as a significant predictor of professional accomplishment, with
educators experiencing elevated stress levels being 2.34 times more likely to report a lack of
professional fulfillment (OR = 2.34; 95% CI: 1.64–3.35). Low resilience contributed significantly,
as teachers with low resilience were 1.73 times more likely to experience this aspect of
burnout (OR = 1.73) (Agyapong et al. 2024).
Critical Analysis
Further Research
Future research could explore additional factors that contribute to teacher burnout in
different subgroups of educators from other demographic areas, including urban areas within
the United States. According to a MetLife Survey of the American Teacher (2013), Educators in
urban schools encounter elevated burnout rates and diminished job satisfaction relative to
their counterparts in suburban and rural districts in the United States. Additional research
should also investigate the correlation between teacher burnout and numerous outcomes,
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including job satisfaction, absenteeism, organizational factors, classroom factors, and teacher
retention. Studies have shown the prevalence of teacher stress is substantially higher in urban
schools, attributed to increased job expectations, insufficient resources, and distinct obstacles
not commonly found in rural and suburban schools (Elliot et al. 2024). Apart from this pattern,
research on teacher burnout and stress in urban settings with low socioeconomic status has
not been as thoroughly investigated as that of teacher stress in general, which supports the
need for Additional research on factors associated with educator burnout in low-income urban
schools.
Threats to Validity
"Burnout among elementary and high school teachers in three Canadian provinces: prevalence
and predictors" offers significant insights on teacher burnout; nevertheless, like every study, it
possesses limitations that may pose challenges to validity or provide alternate ideas. A
possible threat to the validity of the findings is the dependence on self-reported data via
online questionnaires. This method facilitates data collection from a substantial sample across
many geographical regions; however, it is vulnerable to biases. Educators may feel the need to
underreport burnout symptoms due to apprehensions of stigma or professional backlash or
consequences.
Original Insight/Criticism
Of 1912 surveys sent, only 41% of invited recipients participated, which indicates that
there was a greater number of educators who decided to not participate for whatever reason.
It could be suggested that teachers with higher burnout levels were inclined to participate in
the study, therefore the prevalence rates and predictor relationships identified in the study
may not accurately represent the entire population of teachers in the participating provinces.
It is also important to note that there are further variables that were not measured that may
also affect educator burnout, such as school culture and climate and administrative support
within the school. Additionally, although the study identified a significant relationship between
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elevated stress and burnout, it cannot conclusively establish whether stress induces burnout
or if educators suffering from burnout are more inclined to perceive increased stress levels.
Implications of Findings
This study can help discover the implications for interventions that can be utilized to
avoid teacher burnout and provide support to battle the increased stress levels linked with
teacher burnout. Furthermore, this study emphasizes the critical need for nurturing school
environments, improved teacher training, and a comprehensive social-emotional policy with a
focus on mental health support to combat the widespread issue of educator burnout and
provide high-quality education to students not only in Canada but throughout the United
States.
Discussion
As an educator working in a high-stress, fast-paced, and competitive administrative
setting, I am all too familiar with the overpowering feeling of teacher burnout. Over the
previous ten years, I've worked in various aspects of education in various states and school
systems under a variety of leadership styles, and I agree with some of the research findings. The
continual shifting of curricula, administration leadership style, school culture, and a high teacher
turnover rate have all contributed significantly to mine and my colleagues' absences and mental
health days. This study critique has given me a reflected image of the issues that educators
encounter. However, much more study can be done on the impact of teacher burnout on
students' learning outcomes. When instructors are not in their optimal mental state, it is
difficult to prepare lessons and offer effective instruction. As a result, both the teacher and the
student suffer losses in this situation, and intervention is required. Ephesians 4:16 says, "From
him the whole body, joined and held together by every supporting ligament, grows and builds
itself up in love, as each part does its work" (New King James Version, 1982/2025). Reminding
us that all of our teaching and leadership abilities are required to achieve the aim of providing
our students with a high-quality education.
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References
Agyapong B, da Luz Dias R, Wei Y and Agyapong VIO (2024) Burnout among elementary and
high school teachers in three Canadian provinces: prevalence and predictors. Front.
Public Health 12:1396461.doi:10.3389/fpubh.2024.139646
Elliott, A., Reddy, L. A., Lekwa, A. J., & Fingerhut, J. (2024). Teacher stress and supports,
classroom practices and student outcomes in high poverty urban elementary
schools. Psychology in the Schools, 61(1), 29–42.
https://doi.org/10.1002/pits.23023
New King James Bible. (1982). New King James Bible Online.
https://www.bible.com/bible/114/EPH.4.16.NKJV
The MetLife Survey of the American Teacher (2013). Challenges for school leadership: A
survey of teachers and principals.
