Job Burnout in Public and Special School Teachers

The purpose of this research was to compare job burnout among public and special school teachers. The statistical population of this research consisted of all public and special school teachers in Jahrom, Iran. Of these teachers, 84 (42 public school teachers and 42 special school teachers) were selected as the study sample. Special school teachers and public school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. The Maslach Burnout Inventory was used to measure job burnout. The collected data were analyzed by multivariate analysis of variance (MANOVA). The results revealed that job burnout subscales (except for the Low sense of personal accomplishment), were higher among the special school teachers compared to those of the public school teachers (p<0,001), but there was no significant difference between male and female in terms of job burnout subscales (p=0,99). According to the findings of this study, it is suggested that the Ministry of Education take steps to prevent special schools’ teachers job burnout by raising the level of services at their workplaces.

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Job Satisfaction Among Public and Private School Teachers

Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) ◽

10.32879/pjpbs.2015.1.1.1-13 ◽

2015 ◽

Vol 1 (1) ◽

pp. 1-13

Author(s):

Maher Bano ◽

Syeda Kaniz Fatima Haider ◽

Alay Ahmad

Keyword(s):

Job Satisfaction ◽

Public Schools ◽

Public School ◽

Private Schools ◽

Private School ◽

Sampling Technique ◽

Public School Teachers ◽

School Teachers ◽

Female Teachers ◽

Significant Difference

This paper compares job satisfaction of private and public school teachers in Peshawar. Sample comprised of sixty (N=60) teachers of both genders ranging in age from 25-50 years. Thirty (n=30) were public school teachers including fifteen (n=15 male) and fifteen (n=15) female teachers, thirty (n=30) private school teachers they included fifteen (n=15) male and fifteen (n=15) female teachers. The data was collected through non-probability sampling technique from Mardan city of Khyber Pakhtunkhwa. A questionnaire was constructed for the purpose of measuring Job satisfaction for teachers. The alpha reliability coefficient was significantly high, thus ensuring the reliability of the scale. The results showed that public teachers are more satisfied with their job as compared to teachers working in private schools. It was further revealed that there was no significant difference between male and female teachers working in public schools and private schools.

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Comparison of private-institute and public-school English teachers’ motivation towards teaching English in Iran

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v13i4.3600 ◽

2018 ◽

Vol 13 (4) ◽

pp. 631-644

Author(s):

Shahram Alipour

Keyword(s):

Public School ◽

Extrinsic Motivation ◽

English Teachers ◽

Private Institutions ◽

Public School Teachers ◽

Teaching English ◽

School Teachers ◽

Teaching Context ◽

Significant Difference ◽

Different Types

Teacher’s motivation plays a key role in their career success. Recognising the factors which impede an ideal performance in teaching helps curriculum developers and instructional managers to resolve the issue as much as possible. This is not valueless to investigate and deploy possible solutions from which are being experienced in different types of instructional institutes. Therefore, to find the possible differences between the institution teachers and public-school teachers, the present study was initiated. It was also aimed to compare the motivation sources in their teaching context. So, English teachers’ motivation was measured regarding their intrinsic and extrinsic motivation. The results suggest that there is a significant difference between two types of teachers. In fact, teachers in private institutions have more motivation than public-school teachers. The findings of present study indicate that education system, school managers and supervisors need to motivate teachers towards teaching English. Keywords: Contextual sources of motivation, extrinsic motivation, intrinsic motivation, teaching English, teachers’ motivation.

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Job burnout and job leaving in public school teachers: Implications for stress management

International Journal of Stress Management ◽

10.1007/bf01701948 ◽

1995 ◽

Vol 2 (1) ◽

pp. 15-29 ◽

Cited By ~ 17

Author(s):

Betty Clark Carlson ◽

John A. Thompson

Keyword(s):

Public School ◽

Stress Management ◽

Job Burnout ◽

Public School Teachers ◽

School Teachers

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Maslach Burnout Inventory: Factor Structures for Samples of Teachers

Psychological Reports ◽

10.2466/pr0.1983.53.2.364 ◽

1983 ◽

Vol 53 (2) ◽

pp. 364-366 ◽

Cited By ~ 38

Author(s):

Philip A. Belcastro ◽

Leon C. Hays ◽

Robert S. Gold

Keyword(s):

Public School ◽

Factor Structure ◽

Maslach Burnout Inventory ◽

Public School Teachers ◽

School Teachers ◽

Homogeneous Population ◽

Original Group ◽

States Data

There is evidence that the original Maslach Burnout Inventory subscales may be improved by tailoring the factor structure and norms for individual professions within the original group. To determine the factor structures of the original 25-item inventory for a homogeneous population of 710 public school teachers from two states data were factor analyzed using principal factoring with iteration. The resulting factor structure was consistent with the original factor structure scaling; and norms specific for analyzing teachers' scores are reported.

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

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2020.35.2.19 ◽

2020 ◽

Vol 35 (2) ◽

pp. 355-372

Author(s):

Faiza Shaheen ◽

Nasir Mahmood

Keyword(s):

Public School ◽

Emotional Exhaustion ◽

Strong Predictor ◽

Personal Accomplishment ◽

Three Dimensions ◽

School Level ◽

Public School Teachers ◽

School Teachers ◽

Related Factors ◽

Material Goods

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; α = .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 (α = .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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