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Contribution of gender, marital status, and age to English language teachers' burnout

Teaching is a stressful job and can lead to teachers’ burnout. Teachers feel burned out when they experience high levels of emotional exhaustion and depersonalization but low levels of personal accomplishment (Maslach, 1999). A wealth of research is available on this subject but the findings are inc...

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Main Authors: Mousavy, Seyedehhava, Hossein, Vahid Nimehchisalem
Format: Article
Language:English
Published: Australian International Academic Centre 2014
Online Access:http://psasir.upm.edu.my/id/eprint/36905/1/36905.pdf
http://psasir.upm.edu.my/id/eprint/36905/
https://www.journals.aiac.org.au/index.php/alls/article/view/549
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spelling my.upm.eprints.369052020-07-06T03:33:09Z http://psasir.upm.edu.my/id/eprint/36905/ Contribution of gender, marital status, and age to English language teachers' burnout Mousavy, Seyedehhava Hossein, Vahid Nimehchisalem Teaching is a stressful job and can lead to teachers’ burnout. Teachers feel burned out when they experience high levels of emotional exhaustion and depersonalization but low levels of personal accomplishment (Maslach, 1999). A wealth of research is available on this subject but the findings are inconsistent. The present study surveyed the level of burnout among a randomly selected group of English language teachers (n = 315) in Malaysia. It also investigated whether these teachers’ gender, age and marital status could significantly contribute to their burnout levels. Maslach’s Burnout Inventory (Maslach & Jackson, 1986) was used to collect the data. According to the results, the teachers suffered from significantly high levels of burnout in reference to their PA scores. In comparison with the male teachers, female teachers reported significantly higher levels of burnout considering their emotional exhaustion (p = .008), depersonalization (p = .002) and personal accomplishment (p = .000). Additionally, older teachers (aged ≤ 40) were significantly more burned out than their younger colleagues (aged ≥ 30), regarding their depersonalization (p = .001) and personal achievement (p = .000) mean scores. Finally, married teachers indicated significantly higher levels of burnout compared with those who were not married. The study is expected to have useful implications for teachers, administrators, and researchers. Australian International Academic Centre 2014 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/36905/1/36905.pdf Mousavy, Seyedehhava and Hossein, Vahid Nimehchisalem (2014) Contribution of gender, marital status, and age to English language teachers' burnout. Advances in Language and Literary Studies, 5 (6). pp. 39-47. ISSN 2203-4714 https://www.journals.aiac.org.au/index.php/alls/article/view/549 10.7575/aiac.alls.v.5n.6p.39
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Teaching is a stressful job and can lead to teachers’ burnout. Teachers feel burned out when they experience high levels of emotional exhaustion and depersonalization but low levels of personal accomplishment (Maslach, 1999). A wealth of research is available on this subject but the findings are inconsistent. The present study surveyed the level of burnout among a randomly selected group of English language teachers (n = 315) in Malaysia. It also investigated whether these teachers’ gender, age and marital status could significantly contribute to their burnout levels. Maslach’s Burnout Inventory (Maslach & Jackson, 1986) was used to collect the data. According to the results, the teachers suffered from significantly high levels of burnout in reference to their PA scores. In comparison with the male teachers, female teachers reported significantly higher levels of burnout considering their emotional exhaustion (p = .008), depersonalization (p = .002) and personal accomplishment (p = .000). Additionally, older teachers (aged ≤ 40) were significantly more burned out than their younger colleagues (aged ≥ 30), regarding their depersonalization (p = .001) and personal achievement (p = .000) mean scores. Finally, married teachers indicated significantly higher levels of burnout compared with those who were not married. The study is expected to have useful implications for teachers, administrators, and researchers.
format Article
author Mousavy, Seyedehhava
Hossein, Vahid Nimehchisalem
spellingShingle Mousavy, Seyedehhava
Hossein, Vahid Nimehchisalem
Contribution of gender, marital status, and age to English language teachers' burnout
author_facet Mousavy, Seyedehhava
Hossein, Vahid Nimehchisalem
author_sort Mousavy, Seyedehhava
title Contribution of gender, marital status, and age to English language teachers' burnout
title_short Contribution of gender, marital status, and age to English language teachers' burnout
title_full Contribution of gender, marital status, and age to English language teachers' burnout
title_fullStr Contribution of gender, marital status, and age to English language teachers' burnout
title_full_unstemmed Contribution of gender, marital status, and age to English language teachers' burnout
title_sort contribution of gender, marital status, and age to english language teachers' burnout
publisher Australian International Academic Centre
publishDate 2014
url http://psasir.upm.edu.my/id/eprint/36905/1/36905.pdf
http://psasir.upm.edu.my/id/eprint/36905/
https://www.journals.aiac.org.au/index.php/alls/article/view/549
_version_ 1672612186584776704
score 13.211869

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