The novelty of the present study is its attempt to distinguish between preschool , elementary, and post-elementary school teachers, regarding the relationship between professional identity and burnout. Two hundred and forty teachers responded to two questionnaires: professional identity and teacher burnout scales. Preschool teachers were found to be less burned out than their elementary and post-elementary school colleagues, for both general burnout score, and the factors of non-fulfillment and depersonalization. Regarding general burnout, no significant difference was found between elementary and post-elementary school teachers. Elementary school teachers had significantly higher scores for general professional identity and its factors than preschool and post-elementary school teachers. Regression equations of different kinds were found for predicting burnout according to professional identity factors and years of experience.
The performance of 250 Ethiopian Jews, ages 14–15, on the Progressive Matrices Standard (PMS) test, was compared to that of 1740 Israeli Jews, ages 9–15. The results showed that the Ethiopians' level of performance was similar to that of the young Israeli children's group (ages 9–10). Moreover, the distribution of errors found for the Ethiopian immigrant adolescents was not similar to that found for Israelis of the same age –‐ it resembled the distribution of errors found for Israeli 9‐ and 10‐year‐olds. It is suggested that the low performance of the Ethiopian immigrants reflects cognitive delay rather than cognitive difference.
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