Personal Characteristics and Burnout Syndrome among Teachers of Primary and Secondary Schools

Abstract

Introduction: Burnout syndrome is more often seen in human (assisting) services professions which provide services to population. An interaction between external and internal factors has great importance in burnout syndrome occurrence. According to previous research, personal characteristics, especially neuroticism and extraversion, have a significant role in the development of burnout syndrome. The aim of study: This research will establish whether the personal characteristics and demographic variables have a predicting role for teachers' burnout syndrome. Patients and methods: The research was designed as a cross-sectional study. The sample included 280 teachers. The socio-demographic questionnaire was used to investigate demographic characteristics. Personal characteristics were investigated by Zuckerman-Kuhlman Personality Questionnaire (ZKPQ-50-CC), which included 50 items with binary format response in order to assess five dimensions of personality. Maslach Burnout Inventory (MBI) questionnaire was used to evaluate the burnout syndrome. Testing was conducted in accordance with ethical principles. Statistical analysis included descriptive analysis, analysis of variance and correlation analysis. Results: Results showed that teachers did not experience significant burnout syndrome at work; a certain number of teachers expressed moderate to high risk of job burnout in one out of three subscales; personal characteristics were predictors of burnout syndrome; neuroticism had a positive correlation with the dimension of emotional exhaustion, and sociability (extroversion-introversion) had negative. There was a statistically significant difference between marital status and age on one side and subscales of emotional exhaustion on the other. Conclusion: Results of this study indicate the necessity of taking certain preventive measures and the need to explore other predictors of burnout syndrome among teachers.

Factors Associated with Burnout Syndrome in Primary and Secondary School Teachers in the Republic of Srpska (Bosnia and Herzegovina)

“…In the Federation of BiH, predominant populations are Bosnian (Muslim) and Croatian (Catholic), while in the Republic of Srpska the population is mostly Serbian (Orthodox). Until now, only a small study in school teachers has been performed in the Republic of Srpska indicating a low percentage of burnout syndrome in this population and contradicting previously published studies as well as indicators of increased stress in this population due to the conflicts, political, national, and religious tensions [19].…”

Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

“…However, other studies found that male teachers suffer from burnout more than females in one or more burnout dimensions (Al-Ayasrah & Abdel Rahman, 2013;Al-Farah, 2001;Gumaiha, 2012;Maslach & Jackson, 1981). In contrast, several studies found no significant differences between female and male teachers within the three burnout dimensions (Bakhit & Hassan, 2011;Dbaby, 2012;El-Omari & Freihat, 2011;Ozan, 2009;Paleksic et al, 2015). egarding the nationality, very few studies explore the effect of teachers' nationality, whether local or foreigner, on their burnout levels.…”

“…Primary school teachers in North Dakota in the United States (Mowers, 2010) and Turkey (Ozan, 2009) reported moderate levels of emotional burnout. However, primary school teachers reported lower levels of burnout in countries such as, Sweden (Arvidsson et al, 201 ), Serbia ( an elovic & Sto il kovic , 2015), the Republic of Srpska (Paleksic et al 2015), Turkey (Yerdelen et al, 2016), Iraq (Soleman & Edrees, 2007) and Sudan (Gumaiha, 2012).…”

“…Although some studies showed no main effect on the teachers' years of teaching experience (Al-Frehat & Al-Rabadi, 2010;Dbaby, 2012;El-Omari & Freihat, 2011;Gumaiha, 2012;Hammett, 2013;Kabadayi, 2015;Soleman & Edrees, 2007), Al-Mashikhy (2013), Kokkinos (2007), Paleksic et al, (2015) found that the more experienced teacher, the higher the burnout level in at least one of the burnout dimensions. On the other hand, many studies showed that the younger the teacher or, the less experienced the teacher is, the higher the level of burnout in at least one of burnout dimensions (Goddard & Goddard 2006;Hammett, 2013;Kabadayi, 2015;Maslach & Jackson, 1981).…”

“…Over the past two decades, a growing body of international literature has examined teachers' wellbeing in terms of stress, burnout, and job dissatisfaction (Klusmann et al 2008;Maslah, Schaufeli & Leiter, 2001;Yerdelen, Sungur & Klassen, 2016). More specifically, previous studies suggested that among all levels of education, primary school teachers have reported higher burnout levels (Arvidsson et al, 2016;Paleksic, Ubovic & Popovic, 2015;Yerdelen et al, 2016).…”