Compassion Fatigue in Swedish Teachers: The Role of Teacher-Student Interactions and Self-Care Strategies

This study aimed to explore Swedish teachers' experiences of compassion fatigue and evaluate the validity and utility of an adapted version of the Compassion Fatigue Inventory. Additionally, it examined how teacher-student relationships and various self-care strategies (Daily Balance, Life Balance, Cognitive Awareness, Professional Support, Professional Development) predict compassion fatigue. The study involved 170 Swedish teachers who completed an online questionnaire. The results supported a three-factor solution for the Compassion Fatigue Inventory: Reduced Compassion, Consequences for Social Life, and Workplace Moral Distress. Results indicated that approximately one-third of participants experienced significant compassion fatigue, with higher compassion fatigue scores correlating with lower general well-being and job satisfaction. Hierarchical regression analyses revealed that more positive teacher-student interactions, along with greater Daily Balance and Life Balance, were associated with lower compassion fatigue scores. Furthermore, better teacher-student
interactions predicted less Reduced Compassion, while more Daily Balance was linked to fewer Consequences for Social Life and less Workplace Moral Distress. Increased use of Professional Support also predicted less Workplace Moral Distress. Interestingly, more use of Cognitive Awareness strategies was associated with less Reduced Compassion but more Consequences for Social Life. These findings underscore the importance of fostering supportive teacher-student relationships and implementing effective self-care strategies to mitigate compassion fatigue, thereby potentially enhancing teachers' well-being and job satisfaction.