BACKGROUND: Stress and burnout syndrome are more common for people who work in professions that include direct contact with humans, such as education and the medical field. To contribute to the prevention of this syndrome, the Maslach Burnout Inventory-Student Survey (MBI-SS) has been validated and used in different countries worldwide except for Morocco. The main purpose of this study is to develop and validate a special version of the MBI-SS scale to assess academic burnout among Moroccan trainee teachers during their training period. MATERIALS AND METHODS: A self-administered questionnaire was carried out to assess the sociodemographic factors and certain stressors of the interviewees as well as the MBI-SS. Two hundred fifty-five trainee teachers of the CRMEF (Regional Centre for Education and Training) participated to assess the validity of the MBI-SS scale in its French version and its three components during the academic year 2020/2021 of the Rabat-Salé-Kénitra region. The inferential method of data analysis was used by Cronbach's alpha to determine the overall reliability of the instrument as well as the three components of the assessment. After that, exploratory factor analysis was carried out. RESULTS: Sixty five percent of the participant were male, and most of them were between the ages of 20 and 30 years. The results demonstrated a satisfactory psychometric characteristic for its dimensions and validated the 3-dimensional structure of the MBI-SSM, yet they indicate the necessity to remove two items to guarantee their reliability. The Cronbach's alpha value of the MBI-SSM was greater than (0.7). The Cronbach's alpha also showed a good homogeneity for the three dimensions of the MBI-SSM, (0.853) for emotional exhaustion, (0.570) for cynicism, and (0.776) for academic efficacy. CONCLUSIONS: It is concluded that the MBI-SSM is determined to be an objective and a valid instrument and can be used to assess academic burnout in the Moroccan context.
With the aim of measuring trainee’s academic burnout, the Maslach Burnout Inventory –Student Scale was translated, revised and validated. A cross-sectorial study took place between November and March 2020.The sample consisted 160 trainee teachers (36% males, 64% females) from Kénitra Regional Center of Education and Training (CRMEF). The average age is 27.94 ± 5.44 years. The Data collected was analyzed by SPSS to establish descriptive analysis, calculate reliability, and other psychometric properties. An exploratory factor analysis was used to validate the MBI-SS instrument. The results indicated the conservation of three factors. All subscales had satisfactory reliability. This study can be applied to more specific samples in other regional centers.
Like everywhere in the world, the sudden onset of the coronavirus pandemic and the consequent closure of schools has imposed distance education as a compulsory alternative. Therefore, teachers have switched to distance education; students have been invited to join the platforms set up. Similarly, Regional Center for Education and Training (CRMEF) has been mobilized to ensure the continuity of the pre-service training for future teachers. This research aims to assess the distance education satisfaction of future teachers during confinement. A descriptive study was conducted by using the Google Forms tool. No less than 360 trainee teachers from the Rabat-Salé-Kenitra Regional Center (CRMEF) participated in the study. A qualitative approach was carried out to develop the construct. After validation of the questionnaire by the research committee, the questionnaire was self-administered. The reliability of the questionnaire was determined. A total of 360 responses were received (30% men and 70% women). Cronbach's alpha of the questionnaire turns out to be 0.8. On the whole, 58.33% of the confined trainees were dissatisfied about distance learning. 60% of the participants did not have computer equipment, while 73.33% reported that they have connection and network problems. Switching to distance learning was not a choice. Remains the best solution to complete the modules of the qualifying training of trainee teachers before their assignment. Empirical research findings and recommendations need to be taken into consideration to practice this approach in the post-pandemic period.
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