![]() ![]() Much of the research on officer burnout examines the influence of correlates drawn from theoretical perspectives, such as the job demands-resources model ( Demerouti et al., 2001), the areas of worklife model ( Leiter and Maslach, 2003), and the conservation of resources theory ( Hobfoll, 1989 Basinska and Dåderman, 2019), which hypothesize that burnout is the result of disequilibrium between the demands of work, the resources needed, and the rewards obtained for successfully completing occupational tasks. Research also shows that burnout is associated with poor agency performance ( Shane, 2010 Smoktunowicz et al., 2015), as well as outcomes that can undermine trust and confidence in the police, such as aggressiveness and use of force ( Kop et al., 1999 Neely and Cleveland, 2012 Queirós et al., 2013). Research shows that officer burnout is associated with unhealthy coping mechanisms, mental health problems, family violence, and suicide ( Baldwin et al., 2019 Johnson et al., 2005 McCarty and Garland, 2007 Zulkafaly et al., 2017). ![]() Studying burnout is vital because this phenomenon is associated with adverse outcomes for officers and agencies. Using data from the National Police Research Platform II (NPRP II) ( Rosenbaum et al., 2013–2015) and drawing from the areas of worklife model ( Leiter and Maslach, 2003) and association between diversity and police reform ( President's Task Force on 21st Century Policing, 2015), we evaluated seven potential mediators: workload, workplace control, job satisfaction, supervisor fairness, alignment with agency values, inclusivity in the agency, support for reform strategies, and officer mindset. The purpose of this study is to examine potential explanations for racial differences in officer burnout. The finding that Black officers report less burnout than White officers is inconsistent with many theories used to describe the experiences of Black officers in law enforcement, such as aversive racism theory ( Dovidio and Gaetner, 2004), tokenism ( Kanter, 1977), and double marginality ( Alex, 1969). (2017) found that 62% of White officers reported becoming more callous since taking the job, compared to only 32% of Black officers. For example, in a 2016 study of 7,917 officers from 54 agencies in the United States of America, Morin et al. Research suggests that Black officers report less burnout than White officers ( Dowler, 2005 Hawkins, 2001 McCarty and Garland, 2007 McCarty and Skogan, 2013 McCarty et al., 2019 Morin et al., 2017). EE is considered as an indication of professional stress and be a precursor of depersonalization which requires monitoring and implementation of possible proactive human resources policies.Copyright © 2022, Emerald Publishing LimitedĪccording to the World Health Organization (2019), occupational burnout is defined as “a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed,” and it is characterized by three dimensions: (1) depleted feelings of mental and physical energy, (2) feelings of mental distance from work and/or feelings of cynicism or negativity toward work, and (3) reduced performance and job efficacy. This dramatic change in two burnout components of teachers has significant implications for school management. This could have a significant effect on teaching effectiveness. Burnout teachers will have difficulty in coping with changes and innovation, reducing the prospects for them to cope with the new and demanding conditions of their job. The level of PA remained similar during the entire period examined in the present analysis but was consistently well above the norms for this component of burnout compared to other countries. In the same manner, DP increased significantly (P<0.0001) in papers published five years after the onset of the economic crisis. EE was increased (P<0.05) after the onset of the economic crisis. Post hoc comparisons using the Tukey HSD test indicated significant differences in the scores for EE before and after the onset of the economic crisis. There were significant differences (ANOVA) among different periods, in the scores of EE (P=0.006) and DP (P<0.001). Scores of burnout components (Emotional exhaustion (EE) Depersonalization (DP) and lack of Personal accomplishments (PA) were used to compare the periods before (1995-2005 2005-2010) and after (2010-2015 2015-2020) the onset of the current economic crisis in Greece. This study compares the level of teachers’ professional burnout before and after the onset of the prolonged economic crisis in Greece. Faculty of Social Sciences, University of Ioannina, Ioannina, Greece ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |