Job Burnout in Public and Special School Teachers

• Main Authors: Hemati Alamdarloo G., Moradi S.
• Format: Article
• Language: Russian
• Published: Moscow State University of Psychology and Education 2021-07-01
• Series: Клиническая и специальная психология
• Subjects: job burnout; teachers; public schools; special schools
• Online Access: https://psyjournals.ru/files/121680/cpse_2021_n2_Hemati_Alamdarloo_Moradi.pdf

The purpose of this research was to compare job burnout among public and special school teachers. The statistical population of this research consisted of all public and special school teachers in Jahrom, Iran. Of these teachers, 84 (42 public school teachers and 42 special school teachers) were selected as the study sample. Special school teachers and public school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. The Maslach Burnout Inventory was used to measure job burnout. The collected data were analyzed by multivariate analysis of variance (MANOVA). The results revealed that job burnout subscales (except for the Low sense of personal accomplishment), were higher among the special school teachers compared to those of the public school teachers (p<0,001), but there was no significant difference between male and female in terms of job burnout subscales (p=0,99). According to the findings of this study, it is suggested that the Ministry of Education take steps to prevent special schools’ teachers job burnout by raising the level of services at their workplaces.