During the training phase, the trainee teacher seems to be more and more confronted with discomfort and stress, due to the accumulation of demands and obligations. Many of them are mostly unable to take it any longer, which makes them vulnerable to the burnout risk. This research aims to study the academic burnout of trainee teachers at the “Centre Régional des Métiers de l’Education et de la Formation “(CRMEF) of the Rabat-Sale-Kenitra region during 2019/2020. Four hundred and fifty trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory-Student Survey (MBI-SS) scale in its French version, as well as certain stress factors. In agreement with the literature, more than 60% of teachers show moderate and high levels of academic exhaustion, the main likely stressors presented are financial instability, and training overload. Many trainee teachers cannot cope with the burnout syndrome, which conducts to stress and absenteeism during the training, we hope that this study will lead to some practical solutions to prevent and reduce the risk of academic burnout.

BACKGROUND: Stress and burnout syndrome are more common for people who work in professions that include direct contact with humans, such as education and the medical field. To contribute to the prevention of this syndrome, the Maslach Burnout Inventory-Student Survey (MBI-SS) has been validated and used in different countries worldwide except for Morocco. The main purpose of this study is to develop and validate a special version of the MBI-SS scale to assess academic burnout among Moroccan trainee teachers during their training period. MATERIALS AND METHODS: A self-administered questionnaire was carried out to assess the sociodemographic factors and certain stressors of the interviewees as well as the MBI-SS. Two hundred fifty-five trainee teachers of the CRMEF (Regional Centre for Education and Training) participated to assess the validity of the MBI-SS scale in its French version and its three components during the academic year 2020/2021 of the Rabat-Salé-Kénitra region. The inferential method of data analysis was used by Cronbach's alpha to determine the overall reliability of the instrument as well as the three components of the assessment. After that, exploratory factor analysis was carried out. RESULTS: Sixty five percent of the participant were male, and most of them were between the ages of 20 and 30 years. The results demonstrated a satisfactory psychometric characteristic for its dimensions and validated the 3-dimensional structure of the MBI-SSM, yet they indicate the necessity to remove two items to guarantee their reliability. The Cronbach's alpha value of the MBI-SSM was greater than (0.7). The Cronbach's alpha also showed a good homogeneity for the three dimensions of the MBI-SSM, (0.853) for emotional exhaustion, (0.570) for cynicism, and (0.776) for academic efficacy. CONCLUSIONS: It is concluded that the MBI-SSM is determined to be an objective and a valid instrument and can be used to assess academic burnout in the Moroccan context.

BACKGROUND: The trainee teacher seems to be more and more faced with frustration and stress during the training phase, caused by accumulation of requirements and duties, making them susceptible to the risk of burnout. The purpose of this work is to study the academic burnout of trainee teachers at the Rabat-Sale-Kenitra region's Regional Center for Education and Training Professions during the COVID-19 pandemic. MATERIALS AND METHODS: Seven hundred thirty-nine trainee teachers responded to a self-questionnaire comprising the Maslach Burnout Inventory–Student Survey scale in its French validated version, as well as stress factors during the academic year 2020–2021. Both inferential and descriptive methods of data analysis were used to represent the effect of sociodemographic variables on burnout levels during the COVID-19 pandemic. RESULTS: In agreement with the literature, most of trainee teachers show moderate and high levels of academic exhaustion; the main stressors presented are financial instability and training overload, and the level of study influences the scale of burnout among trainee teachers. CONCLUSION: The result of this study can serve as a predictor of academic burnout among Moroccan trainee teachers.

This study aims to investigate the most successful educational systems worldwide and the Moroccan educational system to determine the causes constraining the socio-educational development in Morocco. This comparative study relies on a qualitative methodology based on an inductive approach called the empirical-inductive approach, which starts from facts and real and observable data. This scientific method allowed us to identify our subject in terms of the best-performing educational system. The sample includes one or two educational systems from five continents: Africa (Morocco), America (Canada and the United States), Asia (Japan), Europe (France and Finland), and Oceania (Australia) through the comparison of the most common criteria between each country mentioned: the school system (cycles), teacher training, the number of hours a teacher works, teacher salaries and the number of students per class. This study provides a clear picture of the most successful education system that has been able to manage the masses and reveals the secret of its successful educational management policies. It is the Canadian education system that is a member of the Organization for Economic Cooperation and Development (OECD) according to the Program for International Student Assessment with an OECD average of 520 (score above the OECD average of 487), and Morocco is in 75th place about four steps from the last with an OECD average of 359 (score well below the OECD average 487). The above is more than a reason to be inspired by the education system of this leading country in the field, which would lead to better results in terms of structural transformation, inclusive development, and efficient management of Moroccan education networks in the coming days.