Structural analysis of teachers' burnout based on professional development and participatory management in school

Document Type : Quantitative Research Paper

Authors

1 PhD Student, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

2 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran

3 Assistant Professor, Educational Administration, Department of Educational Sciences, Farhangian University, Tehran, Iran

https://doi.org/10.34785/J010.2021.015

Abstract

Teacher is one of the stressful jobs and as a result, stress and burnout of teachers is one of their most important and growing problems and is considered as an economic deterrent. Professional development in schools is a vital requirement for success in the professional role of teachers. Also, participatory management means the participation of the right people, at the right time and for the right job. Therefore, the importance of the issue requires that the burnout of teachers be analyzed in the form of a structural model based on the variables of professional development and participatory management.The purpose of this study was to job burnout's structural analyse in teachers based on professional development and participatory Management of school in Tabriz education districts.
This research is a descriptive-correlational based on structural equations model study considering the relationship between professional development variable with job burnout variable as well as mediated by participatory management. Also, this research is a cross-sectional study with a wide range of researches. The statistical population of the study consisted of all girls' secondary school teachers in Tabriz's educational districts, who spent between 1 and 10 years of their service. The number of teachers in the lower 10 years background is 126. The sampling method in this study was relative stratified random according to area. The sample size is 100 people per community of 130 according to Morgan's table. The sample size was divided into 5 unequal classes divided into five districts and teachers. The following questionnaires were used for data collection: Professional Development Questionnaire
In this study, a questionnaire was developed to measure the professional development of teachers using the Kentucky Professional Development Standards Questionnaire. The Kentucky State Standards for Professional Standards for Teacher Preparation and Certification has designed nine standards and has reviewed and revised them from 1 to 5 years. Different standards are used to measure each standard in separate batches, ranging from very low to very high five options. The Teachers' Professional Standards Development Questionnaire has 70 questions. The reliability of the questionnaire was evaluated by applying it on 30 teachers of the statistical society and Cronbach's alpha coefficient was 0.82. The validity of the questionnaire was confirmed and confirmed by content validity using twelve professors or educational groups.
Burnout Questionnaire: This test is made by Maxwell, which is based on a new estimate of the phenomenon of stress, namely burnout. The questionnaire consists of three items that measure emotional exhaustion, deterioration, and lack of personal success in the context of professional activity, and are especially used to measure and prevent burnout in professional groups such as nurses, teachers, and others (Azizi et al., 2008). The items were scored on a 5-point Likert scale. When studying this scale by the subject, one expresses his / her feeling with regard to the options available. The questions (1, 2, 3, 6, 8, 13, 14, 16, 20) are related to the emotional exhaustion subscale. The questions (5, 10, 11, 15, 22) are also related to the de-personalization subscale (as well as the questions (4, 7, 9, 12, 17, 18, 19, 21). Individual success (individual performance). Questions (6, 8, 10, 11, 13, 14, 15, 16, 20, 22, 1, 2, 3, 5) This questionnaire is inversely rated for ratings and questions (4, 7, 9, 12, 17 , 18, 19, 21) are calculated directly. In a study conducted by Khaledi in Iran in 1996, the validity of the questionnaire was reported to be 0.91, and Badri, in 2000, the validity of the Maslach burnout questionnaire with emotional exhaustion (0.90); depersonalization of personality (0.79); Confirmed individual performance (0.71) (Saatchi & Asgarian, 2014). The reliability of the questionnaire in this study was estimated by 30 teachers for emotional exhaustion (0.79); depersonalization of personality (0.8); personal performance (0.78) and for the whole questionnaire (0.82). Is. Participatory Management Questionnaire
The questionnaire consists of 40 items on a 5-point scale that assess the extent to which principals use a school-based participatory management style from the teachers' perspective. This questionnaire was designed and used by Fakali in 2016 and has a reliability of 0.89. The reliability of the questionnaire in the present study was estimated to be 0.84 with 30 teachers. Structural equation modeling with PLS software was used to analyze the data and test the research hypotheses. Also analysis of statistical data and design of structural equation model with PLS software showed: Job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling. Job burnout of teachers based on participatory management in girls' secondary schools in Tabriz education districts cannot be predicted using structural equation modeling.
Participatory management is predictable based on the professional development of teachers recruited in girls' secondary schools in Tabriz by using structural equation modeling.The correlation matrix between variables indicates that there is a significant (0.73) positive relationship between professional development and participatory management. There is a significant inverse relationship between participatory management and professional development with job burnout and its components. The coefficient of explanation for burnout based on participatory management is not significant because the T value is less than 1.96 and the significance level is above 0.05. And other predictors of job burnout and its components based on professional development with T value higher than 1.96 and significance level less than 0.05 are significant. The coefficient of path of predicting burnout based on professional development in the studied teachers is 0.73 and this value is 0.737 in explaining teachers' participation in school management based on professional development. Findings showed that participatory management and job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling.
As a general conclusion, it can be said that professional development has a greater impact on reducing teacher burnout. This effect is both direct and exerted through participatory management. Therefore, paying attention to the development of teachers' professions can be of great importance for the education organization. Because it increases the productivity of teachers by reducing burnout.

Keywords

References

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School Administration
Volume 9, Issue 2
June 2021
Pages 51-72

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History

  • Receive Date: 05 June 2020
  • Revise Date: 12 July 2020
  • Accept Date: 17 July 2020

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