Show simple item record

AuthorAlloh, Maymona M.
AuthorHasan, Mahmood A.
AuthorDu, Xiangyun
AuthorRomanowski, Michael H.
Available date2020-05-15T00:15:05Z
Publication Date2019
Publication NameInternational Journal of Learning, Teaching and Educational Research
ISSN16942116
URIhttp://dx.doi.org/10.26803/ijlter.18.10.1
URIhttp://hdl.handle.net/10576/14965
AbstractThis study examined the burnout levels of a broad cross-sectional sample of primary school teachers (n=1657) from Qatar within the three domains of the burnout syndrome: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Statistical analysis results indicated high levels of burnout reported by the participants (52.2%) within the core dimension of burnout - Emotional Exhaustion (EE) dimension, indicating a high level of emotional overextension and exhaustion. Relatively low levels of burnout in the Depersonalization (DP) and Personal Accomplishment (PA) dimensions were identified. Geographical data analysis discovered significant differences among primary teachers' burnout level and nationality, gender, educational levels, and years of teaching experience in one or more dimensions. Nevertheless, there were no significant differences reported with teachers' educational level in any of the burnout dimensions. The results of the study provide implications for teachers' well-being and professional development in Qatar. 2019 The authors and IJLTER.ORG. All rights reserved.
Languageen
PublisherSociety for Research and Knowledge Management
SubjectEducational Reform
SubjectGovernmental primary schools
SubjectQatar
SubjectTeachers' burnout
TitleBurnout of primary teachers in Qatar government schools during an era of educational reform
TypeArticle
Issue Number10
Volume Number18


Files in this item

Icon

This item appears in the following Collection(s)

Show simple item record