Volume 14p41-50 (2011)
Background: Occupational burnout is considered as side effect of occupational stress. It includes some mental, functional, and personal characteristics in which a person has some symptoms of them. Occupational burnout can be caused in all jobs therefore, diminishes performance and utilization, depression and disease. Due to the important role of teachers, this study was conducted to asses the occupational burnout in teachers in Kashan. Methods: This study was carried by Maslach standard questionnaires on 385 teachers and justify teachers under study in three fields: depersonalization, emotional exhaustion, diminished performance, and occupational burnout of was assessed by standard scorning. Results: The results indicated that the majority of school teachers had burnout in both internal and external dimensions in mild level. In this study three dimensions of burnoutwere: Depersonalization(mild84.5%,moderate10.9%,sever4.6%),emotional exhaustion (mild 71.9%, moderate 18%, sever10.1%),diminished performance(mild86.7%,moderate11.1%,sever2.2%) negative significant association was founded with increasing age(p=0.002) and duration of work years(p=0.001) and burnout. We founded that positive significant association with increasing educational degree(p<0.05),gender (p<0.01), kind of house(p=0.003), psychological disorders(p=0.02), family dissatisfaction(p=0.031) and teacher's burnout. Conclusion: It seems that most people under study had mild occupational burnout, and acute occupational burnout was observed in some teachers (depersonalization 15.4%, emotional exhaustion28.1%) that need to more attention to them, because the role of teachers in our country is very important.
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