Burnout and job dissatisfaction as negative psychological barriers in school settings: A mixed-methods investigation of Iranian teachers

Abstract

BACKGROUND: Despite the multitude of studies comparing teacher burnout with an ample of variables, a need for seeking what English language teachers think about their job and the interfering variables regarding the context seems essential. The aim of this study was primarily to investigate the relationship between teacher burnout and job satisfaction of English language teachers and, then, to find out the impact of teaching experience and gender on teacher burnout and job satisfaction. MATERIALS AND METHODS: It was a mixed-methods study conducted on 103 teachers who were conveniently sampled and were investigated through questionnaires and interviews among high school English language teachers in Sistan and Baluchestan province. The sampling method was purposive, and data were collected through questionnaires and semi-structured interviews. Data analyses were performed using mixed–methods approach. RESULTS: The results revealed a moderate negative correlation between the first two elements of teacher burnout (emotional exhaustion and depersonalization) and job satisfaction ( P < 0.01), whereas a positive correlation was found between the next element, i.e., personal accomplishments and job satisfaction ( P < 0.05). Afterward, no statistically significant difference was detected between demographic characteristics (i.e., gender and teaching experience) ( P < 0.01). Then, 15 teachers voluntarily participated in the interview sessions and expressed their opinions about the way teachers see the environment they work in. CONCLUSIONS: There are factors that influence on the quality of teaching and learning processes and lead to burnout and job dissatisfaction; therefore, it seems advisable to remove them to reduce their negative effects.

Work-related burnout among public secondary school teachers is significantly influenced by the psychosocial work factors: a cross-sectional study from Ethiopia

“…The possible reason could be that job dissatisfaction results from teachers’ high psychological demand and their low control over it ( Helms-Lorenz and Maulana, 2016 ) which then exposes them to frequent psychological loads that increase burnout and other health problems ( McCarthy et al, 2015 ). Although job dissatisfaction can result in discomfort, low self-esteem, sadness, and devaluation, all of which contribute to high levels of stress at work ( Wilhelm et al, 2000 ; Chaplain, 2001 ) and end up with WRB ( Atashpanjeh et al, 2020 ). The other possible explanation could be that teachers are expected to provide academic instruction, social–emotional support, and build relationships with students and families while often receiving inadequate compensation or support from administration and leadership, which can lead them to dissatisfaction and result in burnout development ( Stauffer and Mason, 2013 ; Nantsupawat et al, 2017 ; Atashpanjeh et al, 2020 ).…”

Academic burnout among trainee teachers during the COVID-19 pandemic: Effect of sociodemographic factors

“…Our research focuses more on the academic burnout of trainee teachers, so we believe that it is important to concentrate on stress factors related to the educational environment, and these factors should play a major role in the development of burnout. In various studies,[ 15 ] we mainly find sources of organizational stress, although individual variables may also have an impact on perceived stress. [ 16 17 18 ]…”

Job burnout among teachers handling English as a foreign language in China: review and prospects

“… Fiorilli et al (2017) , taking 149 Italian primary school teachers as participants, found teachers were at risk of highly intense burnout syndrome and that teacher burnout partially mediated the relationship between emotional intensity and satisfaction with social support received. Atashpanjeh et al (2020) found a moderate negative correlation between teacher burnout (emotional exhaustion and depersonalization) and job satisfaction, based on a mixed-methods study conducted on 103 teachers in Iran.…”