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المؤلفAlloh, Maymona M.
المؤلفHasan, Mahmood A.
المؤلفDu, Xiangyun
المؤلفRomanowski, Michael H.
تاريخ الإتاحة2020-05-15T00:15:05Z
تاريخ النشر2019
اسم المنشورInternational Journal of Learning, Teaching and Educational Research
المصدرScopus
الرقم المعياري الدولي للكتاب16942116
معرّف المصادر الموحدhttp://dx.doi.org/10.26803/ijlter.18.10.1
معرّف المصادر الموحدhttp://hdl.handle.net/10576/14965
الملخصThis 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.
اللغةen
الناشرSociety for Research and Knowledge Management
الموضوعEducational Reform
Governmental primary schools
Qatar
Teachers' burnout
العنوانBurnout of primary teachers in Qatar government schools during an era of educational reform
النوعArticle
رقم العدد10
رقم المجلد18
dc.accessType Open Access


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