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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 2, No. 3, December 2021: 115-129 

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and Teaching 

 

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Studies in Learning and Teaching 
Homepage: https://scie-journal.com/index.php/SiLeT 
Email: silet@scie-journal.com 

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: 

Received November 19, 2021 
Revised November 27, 2021 
Accepted December 6, 2021 
Available Online December 30, 2021 

This study sought to address burnout syndrome during the COVID-
19 global pandemic among visual art teachers in Ghana. The startling 
intricacies of COVID-19 burnout among Visual Art Teachers (VAT) 
in Ghana were discovered using an exploratory research approach. 
112 participants were surveyed across Senior High Schools Visual 
Art Teachers in Ghana. Data were analysed using t-test, regression 
and analysis of variance test (F test) to determine whether there were 
significant differences between the burnout levels and demographic 
factors. The findings revealed that, the only effects of the burnout 
that are statistically significant on gender 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 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. 

Keywords: 

Academic stress 
Burnout syndrome 
COVID-19 
Stress coping mechanism 

 
https://doi.org/10.46627/silet  

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 

 
Valid 

Prempeh College 4 3.6 
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 
COVID-19 health concern 

112 Agree 3.473 1.185 

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 
administrators 

106 Agree 3.377 1.238 

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 
such as funeral etc. 

110 Neutral 3.536 1.217 

12.  Inability to associate with friends, and 
family as a result of the COVID-19 lockdown 

112 Neutral 3.455 1.177 

OVERALL MEAN     3.443   
NEGATIVE EFFECTS OF THE COVID-19 
BURNOUT 

        

1.      Challenges in the delivery of the 
teaching and learning activities 

108 Agree 3.315 1.22 

2.      Reduction in productivity or efficacy in 
teaching 

112 Neutral 3.179 0.97 

3.      Lack of enthusiasm 112 Neutral 3.179 0.942 
4.      Ineffective stress management 
strategies 

112 Neutral 3.214 1.118 

5.      Demonstration of less empathy and 
intolerance toward their students 

110 Neutral 2.709 1.061 

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 
friends 

112 Neutral 3.232 1.082 

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 
management 

112 Agree 3.821 0.951 

2.      Taking time off to think, reflect, 
meditate and pray 

110 Agree 3.809 0.943 

3.      Taking time off their busy schedules to 
relax or sleep 

112 Agree 3.676 1.18 

4.      Engaging in fun activities (game movie, 
concert) 

112 Agree 3.429 1.271 

5.      Going for vacation 112 Agree 3.821 0.97 
6.      Aerobic exercises/muscles 
relaxation/breathing exercises 

112 Agree 3.607 1.188 

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7.      Sharing feelings with friends and 
family 

110 Agree 3.6 1.094 

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 
teachers on curriculum development 

110 Agree 3.827 1.132 

11.  Provision of adequate instructional 
facilities for teaching and practical activities 

108 Agree 4 1.005 

12.  Giving teachers clear job descriptions 
and expectations 

112 Agree 3.938 0.952 

13.  Offering training programmes targeted 
at the professional growth of teachers 

110 Agree 3.882 1.147 

14.  Organizing health promotion and 
awareness programs for teaching staff 

112 Agree 3.938 1.157 

15.  Setting short- and long-term realistic 
goals 

110 Agree 3.891 1.026 

16.  Setting limits on excessive or 
inappropriate work demands 

108 Agree 3.852 0.975 

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 

 
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? 

                                                                               

        _cons     2.185539   .1821568    12.00   0.000     1.823862    2.547216

       Health     .1344925   .0399829     3.36   0.001     .0551055    .2138795

        short    -.1216648   .0428757    -2.84   0.006    -.2067955   -.0365342

     Strained     .0598537   .0478056     1.25   0.214    -.0350655    .1547729

        Sleep    -.1443254   .0448175    -3.22   0.002    -.2333117   -.0553392

   Depression    -.0519436   .0391799    -1.33   0.188    -.1297363     .025849

          Job     .0745642   .0500429     1.49   0.140    -.0247972    .1739256

   Noticeable     .0318595   .0451367     0.71   0.482    -.0577605    .1214794

Demonstration     .0104773   .0407204     0.26   0.798    -.0703741    .0913286

  Ineffective    -.0178913   .0465554    -0.38   0.702    -.1103282    .0745456

   enthusiasm      .075653   .0555782     1.36   0.177    -.0346988    .1860047

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

                                                                               

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

                                                                               

SEX                  106      12    .3457316    0.3328    4.26196   0.0000

                                                                          

Equation             Obs   Parms        RMSE    "R-sq"          F        P

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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 
Difference (I-J) 

Std. 
Error 

Sig. 95% Confidence 
Interval 

Lower 
Bound 

Upper 
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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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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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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Author (s): 

* Mavis Osei (Corresponding Author) 
Department of Educational Innovations in Science and Technology, 
Kwame Nkrumah University of Science and Technology, Ghana 
E-mail: adjakoma@yahoo.com  

 

Dickson Adom 
Department of Educational Innovations in Science and Technology, 
Kwame Nkrumah University of Science and Technology, Ghana 
E-mail: dickson.adom@knust.edu.gh/adomdick2@gmail.com 

 

Ampofo Kwene 
Department of Publishing Studies, 
Kwame Nkrumah University of Science and Technology, Ghana 
E-mail: ampofodrum@gmail.com 

 

Nicholas Tetteh 
Department of Industrial Art, 
Dr. Hilla Limann Technical University, Ghana 
E-mail: natdeconqueroracts635@gmail.com 

 

https://doi.org/10.46627/silet.v2i3.88
https://scie-journal.com/index.php/SiLeT
mailto:adjakoma@yahoo.com
mailto:dickson.adom@knust.edu.gh
mailto:adomdick2@gmail.com
mailto:ampofodrum@gmail.com
mailto:natdeconqueroracts635@gmail.com

