Sabbath and Teacher Practices: Teachers' Understanding of Sabbath, Sabbath Practices, and Burnout

• In Event: The Sustainability of Private Faith-Based Schools

Abstract

This study lies at the intersection of two research literatures: faith and education. First, many prior studies have examined the topic of teacher burnout, defined as mental, emotional, and physical exhaustion due to the stress of teaching. The concerns of teacher burnout were exacerbated by the recent COVID-19 pandemic, in part due to new pedagogical challenges introduced by the pandemic. Second, across different faith traditions, Sabbath day observance shares a close conception with theological conceptions of rest. Sabbath-keeping may be a valuable spiritual practice in the context of teaching. The purpose of this study was to examine the relationship between the spiritual discipline of Sabbath-keeping and teacher burnout.
This correlational quantitative study analyzed Sabbath-keeping and burnout among 1,300 teachers in Christian schools, who were surveyed in January and February 2021. The survey probed teachers’ theological views on the Sabbath, personal Sabbath-keeping practices, and ways in which they incorporated Sabbath-keeping in their pedagogy. The survey also included the Copenhagen Burnout Inventory as a validated six-item scale to measure psychosocial well-being. Personal practices including attending worship services, abstaining from work-related tasks, and spending time with family.
We find an inverse and statistically significant relationship between Sabbath-keeping and burnout. Teachers who self-report to keeping the Sabbath report two-fifths to half a standard deviation lower burnout. These findings are robust across several model specifications, suggesting that Sabbath-keeping may be helpful in reducing burnout among teachers. Results from analysis suggest that Sabbath-keeping teachers are more likely to pass on potential benefits to their students as well, as they are more likely to keep classroom policies that promote Sabbath-keeping, such as by avoiding assignments over weekends and scheduling deadlines early in the week.
This paper makes an important contribution to scholarly literature. To our knowledge, it is the first study to empirically test the relationship between Sabbath-keeping and burnout. Further, the study describes teachers understanding of the Sabbath and how that understanding may shape teaching and learning practices.

Authors

• Albert Cheng, University of Arkansas at Fayetteville
  Non-Presenting Author

• Matthew H. Lee, Association of Christian Schools International
  Non-Presenting Author

• Rian R. Djita, University of Arkansas at Fayetteville
  Presenting Author