Document Type : Original Article
Authors
1 Clinical Immunology Research Center, Department of English Language, School of Medicine, Zahedan University of Medical Sciences and Health Cares, Zahedan, Iran
2 Department of English Literature, Chabahar Maritime University, Chabahar, Iran
3 Department of English Language, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
Abstract
BACKGROUND: Despite the multitude of studies comparing teacher burnout with an ample of
variables, a need for seeking what English language teachers think about their job and the interfering
variables regarding the context seems essential. The aim of this study was primarily to investigate the
relationship between teacher burnout and job satisfaction of English language teachers and, then,
to find out the impact of teaching experience and gender on teacher burnout and job satisfaction.
MATERIALS AND METHODS: It was a mixed‑methods study conducted on 103 teachers who were
conveniently sampled and were investigated through questionnaires and interviews among high
school English language teachers in Sistan and Baluchestan province. The sampling method was
purposive, and data were collected through questionnaires and semi‑structured interviews. Data
analyses were performed using mixed–methods approach.
RESULTS: The results revealed a moderate negative correlation between the first two elements
of teacher burnout (emotional exhaustion and depersonalization) and job satisfaction (P < 0.01),
whereas a positive correlation was found between the next element, i.e., personal accomplishments
and job satisfaction (P < 0.05). Afterward, no statistically significant difference was detected between
demographic characteristics (i.e., gender and teaching experience) (P < 0.01). Then, 15 teachers
voluntarily participated in the interview sessions and expressed their opinions about the way teachers
see the environment they work in.
CONCLUSIONS: There are factors that influence on the quality of teaching and learning processes
and lead to burnout and job dissatisfaction; therefore, it seems advisable to remove them to reduce
their negative effects.
Keywords
burnout and health. Psychol Health 2001;16:501‑10.
2. BeemsterboerJ, Baum BH. “Burnout”: Definitions and health care
management. Soc Work Health Care 1984;10:97‑109.
3. DeutschCJ. Self‑reported sources of stress among psychotherapists.
Prof Psychol Res Pract 1984;15:833.
4. Van Droogenbroeck F, Spruyt B, Vanroelen C. Burnout
among senior teachers: Investigating the role of workload
and interpersonal relationships at work. Teach Teach Educ
2014;43:99‑109.
5. Blandford S. Managing Professional Development in Schools.
London: Routledge; 2012.
6. BarrickRK. Burnout and job satisfaction of vocational supervisors.
J Agric Educ 1989;30:35‑41.
7. Maslach C, Leiter M. Teacher Burnout: A Research Agenda. In:
Vandenberghe TR, Huberman AM, editors. Understanding and
Preventing Teacher Burnout. A Sourcebook of International
Research and Practice. Cambridge: Cambridge University Press;
1999.
8. Fisher CD. Why do lay people believe that satisfaction and
performance are correlated? Possible sources of a commonsense
theory. J Organ Behav 2003;24:753‑77.
9. Mueller CW, McCloskey JC. Nurses’ job satisfaction: A proposed
measure. Nurs Res 1990;39:113‑7.
10. Shourbagi S, Bakkar B. Job satisfaction among teachers of special
education in Sultanate of Oman. Educ Sci J 2015; Vol 23,:97‑114.
11. Filiz Z. An analysis of the levels of job satisfaction and
life satisfaction of the academic staff. Soc Indicators Res
2014;116:793‑808.
12. Ketheeswaran K. Job satisfaction of teachers attached to the special
education units in regular school in Sri Lanka. Eur J Special Educ
Res 2018;3(1).94‑109. doi: 10.5281/zenodo.1162967.
13. Evers WJ, Brouwers A, Tomic W. Burnout and self‑efficacy:
A study on teachers’ beliefs when implementing an innovative
educational system in the Netherlands. Br J Educ Psychol
2002;72:227‑43.
14. Klusmann U, Kunter M, Trautwein U, Lüdtke O, Baumert J.
Teachers’ occupational well‑being and quality of instruction:
The important role of self‑regulatory patterns. J Educ Psychol
2008;100:702.
15. LawrenceDF, Loi NM, GudexBW. Understanding the relationship
between work intensification and burnout in secondary teachers.
Teach Teach 2019;25:189‑99.
16. Panari C, Simbula S. Presenteeism “on the desk”. Int J Workplace
Health Manage 2016; Vol. 9 (1): 84 – 95.
17. Mallmann CS, Palazzo LS, Carlotto MS, de Castro Aerts DR.
Factors associated with the burnout syndrome in municipal civil
servants. Psychology Practical Theory 2009;11:69‑82.
18. Blase JJ. A social‑psychological grounded theory of teacher stress
and burnout. Educ Adm Q 1982;18:93‑113.
19. Neveu JP. Jailed resources: Conservation of resources theory
as applied to burnout among prison guards. J Organ Behav
2007;28:21‑42.
20. Abel MH, Sewell J. Stress and burnout in rural and urban
secondary school teachers. J Educ Res 1999;92:287‑93.
21. Borg MG, Riding RJ, Falzon JM. Stress in teaching: A study of
occupational stress and its determinants, job satisfaction and
career commitment among primary schoolteachers. Educ Psychol
1991;11:59‑75.
22. van Dick R, Wagner U. Stress and strain in teaching: A structural
equation approach. Br J Educ Psychol 2001;71:243‑59.
23. Capone V, Petrillo G. Mental health in teachers: Relationships
with job satisfaction, efficacy beliefs, burnout and depression.
Curr Psychol 2018; Vol. 37(1):1‑10.
24. Maslach C, Jackson SE, Leiter MP, Schaufeli WB, Schwab RL.
Maslach Burnout Inventory. Palo Alto, CA: Consulting
Psychologists Press; 1986.
25. Martins H , P r o e n ç a T . M i n n e s o t a S a t i s f a c t i o n
Questionnaire–Psychometric properties and validation in a
population of Portuguese hospital workers. FEP J Econ Manage
Working Paper 2012;471:1‑23.
26. Cohen J. Statistical Power Analysis for the Social Sciences.
(2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
1988.
27. Fiorilli C, Albanese O, Gabola P, Pepe A. Teachers’ emotional
competence and social support: Assessing the mediating role of
teacher burnout. Scandinavian J Educ Res 2017;61:127‑38.
28. Lackritz JR. Exploring burnout among university faculty:
Incidence, performance, and demographic issues. Teach Teach
Educ 2004;20:713‑29.
29. Schwarzer R, Hallum S. Perceived teacher self‑efficacy as a
predictor of job stress and burnout: Mediation analyses. Applied
Psychol 2008;57:152‑71.
30. Bataineh O. Sources of social support among special education
teachers in Jordan and their relationship to burnout. Int Educ
2009;39:4.
31. Zabel RH, Kay Zabel M. Revisiting burnout among special
education teachers: Do age, experience, and preparation still
matter? Teach Educ Special Educ 2001;24:128‑39.
32. Bibou‑Nakou I, Stogiannidou A, Kiosseoglou G. The relation
between teacher burnout and teachers’ attributions and
practices regarding school behaviour problems. Sch Psychol Int
1999;20:209‑17.
33. Maslach C. Burnout: The Cost of Caring. Englewood Cliffs, NJ:
Prentice‑Hall; 1982a.
34. Poulin J, Walter C, editors. Social Worker Burnout: A Longitudinal
Study. Social Work Research and Abstracts; Oxford University
Press; 1993.
35. Chang ML. An appraisal perspective of teacher burnout:
Examining the emotional work of teachers. Educ Psychol Rev
2009;21:193‑218.
36. Dworkin AG, Saha LJ, Hill AN. Teacher burnout and perceptions
of a democratic school environment. Int Educ J 2003;4:108‑20.
37. Allie SM. Organizational and personal life stress and the role of
moderator variables in the prediction of burnout, performance
and serious illness. The University of Texas 1983;2430.
38. Kyriacou C, Sutcliffe J. Teacher stress: Prevalence, sources, and
symptoms. Br J Educ Psychol 1978;48:159‑67.
39. French JR, Caplan RD, Van Harrison R. The Mechanisms of Job
Stress and Strain: Chichester [Sussex]. New York: J. Wiley; 1982.
40. Afshar HS, Doosti M. Investigating the impact of job satisfaction/
dissatisfaction on Iranian English teachers’ job performance. Iran
J Lang Teach Res 2016;4:97‑115.
41. Schutz PA, Distefano C, Benson J, Davis HA. The emotional
regulation during test‑taking scale. Anxiety Stress Coping
2004;17:253‑69.
42. Huberman M, Grounauer M, Marti J. The Lives of Teachers.
Translated by Neufeld J. London: Cassell; 1993.
43. Lamude KG, Scudder J, Furno‑Lamude D. The relationship of
student resistance strategies in the classroom to teacher burnout
and teacher type‑A behavior. J Soc Behav Pers 1992;7:597.
44. Stout JK, Williams JM. Comparison of two measures of burnout.
Psychol Rep 1983;53:283‑9.
)