Academic journal article International Education Studies

Level of Psychological Burnout of a Sample of Secondary Phase Teachers in Ma'an Governorate and Its Relationship with Some Other Variables

Academic journal article International Education Studies

Level of Psychological Burnout of a Sample of Secondary Phase Teachers in Ma'an Governorate and Its Relationship with Some Other Variables

Article excerpt

Abstract

This study aimed at identifying the level of psychological burnout of a random sample of secondary phase teacher in Ma'an Governorate and its relationship with some other variables. The study sample consisted of 80 male and female Islamic education teachers in the schools of Ma'an Governorate in the southern part of Jordan. To this end, the researchers used Maslach's scale for identifying the psychological burnout of teachers. Findings show that Islamic education teachers suffer a mid-level of psychological burnout and lack of achievements. In addition to the mid-level of general psychological burnout, findings also show that teachers suffer from a low-level dullness.

Keyword: psychological burnout, Islamic education, Maslach's scale

1. Introduction

Educational matters and their problems gain a great sense of concern on national, Regional, or global levels. A large number of international organizations, such as UNESCO, ILSCO, and governmental institution along with private associations exert massive efforts to develop education and solve the related problems which impede the educational process.

Nowadays, education is considered one of the most important issues on the global level, as it is not taken as a job, nor is it a work that requires a set of information. Instead, education is considered a profession like medicine and engineering, among others (Badawi, 2006; Jaroudi, 2008). Education, from other perspectives, entails many risks due to the changing societal outlook at the educational system, including the change in students' conducts along with the altered perspective toward education and teaching because of the quick technological development all over the world (Schulz, 2007; Aljaberi, 2000). Education has now been depending on knowledge and the economics of knowledge. Pertaining to the objectives of these knowledge-based economics, the challenge of educational reformation is not only related to enlarging the body of knowledge or academic attainment based on examinations, but it also seeks to alter the teaching-learning process and training to align with the aims of knowledge-based economics (Hargreaves & Shaw, 2001). These aims require a great deal of interest in the criteria of teachers which clarifies performance requirements, which include: "knowledge, skills needed for the teachers, responsibility, Accountability for those who work in schools" (The High House of Education, Qatar, 2008; Makarakis, 2005; Badawi, 2006).

Teaching requires the availability of specific personal traits along with the professional efficiencies and characteristics of the teacher in order to maintain success in his career. Such characteristics include: "composure, justice, sense of humor, patience, flexibility, collaboration, warm-heartedness, consideration of students' feelings, provocation of students thoughts, and interaction with students, according to their capabilities and measures" (Nasser, 2000). Today, the educational process witnesses negative practices from some teachers which reflect their obstinacy and their unusual nature. The reasons behind those practices can be summarized as follows: personal problems, psychological burnout, and frustration because of the belief that others hate them especially at their work (Kloke & Smith, 2005). Another reason for that is that teachers shoulder hectic duties which make a harsh experience for them which results in both internal and external pressure (Schonfeld, 2001).

The internal and external pressures, which the teacher undergoes, can result in psychological and physical exhaustion that would make the teacher careless of his students. They also result in lack of motivation for the teacher, routine kind of work, and resistance of change which victimizes the teacher in a Psychological Burnout, which is firstly used by the American psychotherapist, Herbert Freudenberger, in 1974. Psychological burnout basically means the feeling of exhaustion, indulgence, and overburdening (Albatal, 2000). …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.