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ORIGINAL RESEARCH article
Front. Public Health
Sec. Occupational Health and Safety
Volume 13 - 2025 |
doi: 10.3389/fpubh.2025.1513170
Knowledge, Attitudes, and Practices of Vocational College Teachers Towards Occupational Burnout
Provisionally accepted- 1 Center for Faculty Development, Jinhua University of Vocational Technology, Jinhua, China
- 2 School of Medicine, Jinhua University of Vocational Technology, Jinhua, China
Objective: This study aimed to investigate the knowledge, attitudes, and practices (KAP) of vocational college teachers regarding occupational burnout. Methods: A cross-sectional study was conducted among teachers from 15 vocational colleges between 20 April 2024 and 20 June 2024. Basic demographic information and KAP scores were collected through a self-developed questionnaire. The Maslach Burnout Inventory - Educators Survey (MBI-ES) was used to assess levels of occupational burnout. Results: A total of 462 valid questionnaires were analysed, of which 264 (57.14%) respondents were female. The mean knowledge, attitude, and practice scores were 10.04±4.61 (possible range: 0–18), 28.24±3.77 (possible range: 7–35), and 16.68±4.01 (possible range: 6–30), respectively. Multivariate linear regression analysis indicated that knowledge score (β = -0.137, 95% CI: -0.251 to -0.024, P = 0.018), attitude score (β = -0.284, 95% CI: -0.424 to -0.145, P < 0.001), practice score (β = 0.320, 95% CI: 0.193 to 0.446, P < 0.001), and sleep disorders (β = -1.915, 95% CI: -3.345 to -0.486, P = 0.009) were independently associated with MBI-ES scores. Structural equation modeling revealed that knowledge directly influenced attitude (β = 0.410, P < 0.001) and practice (β = 0.312, P = 0.001). Knowledge (β = -0.92, P = 0.024), attitude (β = -2.850, P < 0.001), and practice (β = 1.525, P < 0.001) directly affected burnout. Conclusion: Although vocational college teachers demonstrate positive attitudes towards addressing occupational burnout, they exhibit insufficient knowledge and passive practices, leading to an increased risk of burnout. Targeted educational interventions are necessary to enhance vocational college teachers' knowledge and skills in managing occupational burnout.
Keywords: knowledge, Attitude, Practice, vocational college teachers, Occupational burnout
Received: 06 Nov 2024; Accepted: 03 Jan 2025.
Copyright: © 2025 Li, Chen, Wei and Chen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Haohao Chen, School of Medicine, Jinhua University of Vocational Technology, Jinhua, China
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