Burnout and its Predictors: Testing a Model Among Public School Teachers

Q4 Psychology

Pakistan Journal of Psychological Research Pub Date : 2020-07-06 DOI:10.33824/pjpr.2020.35.2.19

F. Shaheen, N. Mahmood

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引用次数: 4

Abstract

The present research assessed the predictors of burnout using a hypothesized model of burnout and its predictors. The sample of 1693 public school teachers from six districts of Punjab was employed. A self-developed instrument Emotional Burnout Scale (EBS; ? = .81) was used for assessing burnout rate among teachers with its three dimensions, emotional exhaustion, depersonalization, and reduced personal accomplishment; also authors developed an Institutional Factors Measuring scale to measure predictors of burnout (? = .80). It comprised six school-related factors including personal, administrative, environmental, insecurities, material goods, and training. These factors, along with demographic variables like marital status, experience, qualification, job status, school level were used to predict the three dimensions of burnout. The results showed paths in predicted direction among proposed model; the personal factor strongly predicted emotional exhaustion whereas environmental factor was found to be a strong predictor for depersonalization and reduced personal accomplishment in teachers. Implications for practice are discussed.

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倦怠及其预测因素：在公立学校教师中测试一个模型

本研究使用一个假设的倦怠模型及其预测因子来评估倦怠的预测因子。来自旁遮普邦六个地区的1693名公立学校教师被雇佣。使用自行开发的情绪倦怠量表（EBS；？=0.81）从情绪耗竭、人格解体和个人成就感下降三个维度评估教师的倦怠率；作者还开发了一个制度因素测量量表来测量倦怠的预测因素（？=0.80）。它包括六个与学校相关的因素，包括个人、行政、环境、不安全感、物质物品和培训。这些因素，以及婚姻状况、经验、资格、工作状态、学校水平等人口统计学变量，被用来预测倦怠的三个维度。结果表明，所提出的模型在预测方向上存在路径；研究发现，个人因素对教师的情绪耗竭有很强的预测作用，而环境因素对教师人格解体和个人成就感下降有很大的预测作用。讨论了对实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pakistan Journal of Psychological Research Psychology-Psychology (all)

CiteScore

0.60

自引率

0.00%

发文量

期刊介绍： Pakistan Journal of Psychological Research (PJPR) is published biannually by the National Institute of Psychology, Quaid-i-Azam University, Pakistan. Its first issue was published in Summer, 1986. Since then two issues, one in summer and the other in winter, have been appearing every year. The Journal provides an outlet for fully documented researches addressing educational, social, developmental, and other areas of Psychology. Preference is given to empirical articles, which deal with the application of psychological knowledge in understanding the problems of national and international importance. The Journal welcomes contributions from all corners. However, participation from the developing countries is eagerly sought in view of its under-representation in research journals published in the West. The PJPR maintains an international editorial board of Consulting Editors belonging to different countries, with expertise in a large number of areas. It employs a double-blind reviewing process i.e., the authors are not identified to reviewers and reviewers are not made known to authors. The contents of PJPR are being abstracted by the Proquest, and in PsycInfo. PJPR is included in the List of Social Sciences Journals recognized by Higher Education Commission, Pakistan.