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.
Introduction: Persons that show discontentment with their work have a bigger chance to experience burnout syndrome, depression, anxiety and the lack of selfesteem. Paul Spector defined job satisfaction as "the thing that people feel about their job and different aspects of the same." There is much research in a domain of industrial-organizational psychology that has been questioning relationship between job satisfaction and specific personality traits. Most of those researches confirm the fact that some of personality traits are significant predictors in job satisfaction. The Aim of the Study: To examine the level of job satisfaction and conduct research if there is a connection between certain aspects of it and personality traits among teachers in primary and secondary schools. Patients and Methods: The research was designed as a cross-sectional study. The sample included 280 teachers. Personality traits have been tested by Zuckerman-Kuhlman Personality Questionnaire (ZKPQ-50-CC), short version for estimating five dimensions of personality. For evaluation of job satisfaction, Job Satisfaction Survey (JSS) questionnaire, which serves for evaluating nine aspects of job satisfaction, was used. The examination was done according to ethical principles. Statistic treatment included descriptive and correlation analysis. Results: Results show the middle level of job satisfaction. They are not satisfied with their pay but they are pleasant with "Supervision", "Coworkers", "Nature of Work" and "Communication" while they are ambivalent on aspects of "Promotion", "Fringe Benefits", "Contingent Rewards" and "Operating Procedures". In this group of respondents, personality traits, Neuroticism and Sociability are rarely connected with job satisfaction. Neuroticism seems to be in negative and Sociability in positive correlation. Correlation among other personality traits with some aspects of job satisfaction is negligible. Conclusion: Results of this research are showing that there is a poor connection between some personality traits and job satisfaction.
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