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The relationship between teachers' Job Burnout and gender, teaching experience and education level

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Document pages: 6 pages

Abstract: The purpose of this study is to investigate the job burnout level of educators from three aspects: gender, teaching experience and education level. The subjects were 31 educators. Questionnaire design was used to collect the data of three burnout dimensions, namely emotional exhaustion (EE), depersonalization (DP) and reduced personal achievement (PA). It is found that educators are emotionally tired, their sense of personal achievement is reduced, and their degree of personalization is high. Both men and women, no matter how many years of bachelor s, master s and doctoral degree experience, show a high degree of emotional exhaustion. The educators troubled by depersonalization are mainly bachelor s degree holders under the age of 5 with many years of experience. this indicates that these educators have negative attitudes towards the people they are working with including students and parents. This may be attributed to their lack of working experience. Nevertheless, female educators with Master degrees and 6 to 10 years of experience are highly affected by reduced personal accomplishment levels. The lack of fulfillment felt by these educators can lead to weak performance in class. The findings from this study are essential to give an overview on the burnout levels among educators and identify alternative solutions to overcome this situation. In addition, school authorities and administrators can take these factors into account when making recruitment decisions.

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