Journal of Education and Health Promotion

Burnout and job dissatisfaction as negative psychological barriers in school settings: A mixed‑methods investigation of Iranian teachers

Document Type : Original Article

Authors

. Alireza Atashpanjeh 1
. Sara Shekarzehi 2
. Esmaiil Zare-Behtash 2
. Fatemeh Ranjbaran 3

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
job satisfaction
psychology
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Journal of Education and Health Promotion
Volume 10, Issue 12
December 2020
Pages 1-9

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