Anxiety and Burnout among Teachers in Digitalized Education: A Cross-Sectional Study
DOI:
https://doi.org/10.31674/ijmhs.2026.v10i01.006Abstract
Background: Recent developments in the digitalization of teaching methods have raised work demands that teachers need to adapt to, which can affect their overall psychological well-being. This study explores the relationship between anxiety and burnout in teachers working with digitalized education models and tools. Objectives: This study explores the relationship between anxiety and burnout in teachers working with digitalized education models. It also explores whether there are differences in anxiety and burnout levels based on gender and geographical regions. Methods: A cross-sectional quantitative study was used. The sample consisted of 1,000 full-time public-school teachers working in four cities in Albania. Anxiety was evaluated using the Beck Anxiety Inventory (BAI), and burnout was evaluated using the Exhaustion at Work Scale, including both psychological and physical exhaustion. A descriptive test, an independent samples t-test, a Pearson correlation test, a one-way ANOVA test, and linear regression analysis were used for data extraction. Results: The results showed no significant differences in anxiety or burnout levels by gender or geographic region. However, Pearson correlation analysis showed a statistically significant positive association between anxiety and burnout (r = 0.25, p < 0.001), which means that higher levels of anxiety correlate positively with professional exhaustion. Also, when conducting a regression analysis, it was significant that anxiety predicted burnout (p < 0.001), explaining ~6% of the variance. Conclusion: The study provides new perspectives on teacher well-being in an Albanian context and further emphasizes the need to address anxiety as a component to education policy to counteract occupational burnout among digitally advanced learners.
Keywords:
Anxiety, Burnout, Physical Exhaustion, Psychology, TechnologyDownloads
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