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Personality Traits, Burnout, and Emotional Labor Correlation among Teachers in Pakistan  [PDF]
Amna Khalil, Muhammad Majid Khan, Muhammad Ali Raza, Bahaudin G. Mujtaba
Journal of Service Science and Management (JSSM) , 2017, DOI: 10.4236/jssm.2017.106038
Abstract: The main purpose of this research is to study the impact of personality on job burnout among educators. Additionally the role of emotional labor on the relationship of personality and burnout is also investigated. In this model, job burnout (exhaustion, depersonalization and lack of personal accomplishment) is a dependent variable; personality (extraversion, neuroticism, agreeableness, openness to experience and conscientiousness) is an independent variable, while emotional labor (surface acting and deep acting) is a mediating variable. To investigate the relationship among above stated variables, correlation and multiple regression analysis were conducted. Questionnaires were used to collect the data from 199 secondary level teachers of private schools. The results of correlation and multiple regression showed the negative impact of personality on burnout, positive impact of personality on emotional labor, and the negative impact of emotional labor on job burnout. Discussion, suggestions, implications, and recommendations selection and training are provided.
Incidencia del sentido de humor y la personalidad sobre el síndrome de desgaste profesional (Burnout) en docentes
D' Anello Koch,Silvana; D' Orazio,Ana Karina; Barreat Montero,Yariana; Escalante,Gregorio;
Educere , 2009,
Abstract: the effect of different adaptive and disadaptive senses of humor and personality traits on burnout syndrome was evaluated on this research. the sample was made of 158 teachers from private and public high-schools. regression analyses were conducted for each of the components of the syndrome. results indicated that emotional burnout was predicted by neuroticism, depersonalization by affability and self-disdainful humor, and the lack of personal realization by the humor styles of self-improvement and selfdisdainful. it is concluded that relatively stable personal aspects such as sense of humor and personality have to be considered along work-related contextual variables as explanations of the burnout syndrome in educators.
Personality Types and Burnout Syndrome in Primary School Teachers in Chile [Tipos de personalidad y síndrome de burnout en Educadoras de Párvulos]  [PDF]
Manuel Salvador Ortiz Parada,Marvin Castelvi Oyarce,Lesli Espinoza Cárdenas,Rocío Guerrero Cárdenas
Universitas Psychologica , 2012,
Abstract: With the purpose to determine differences in burnout’s level as function of personalities types and attendance in public or private school, a non-experimental study was designed. Burnout levels were measured with the MBI teacher’s version and personalities types with the NEO-Five Factors Inventory (n = 133). A set of socio-demographic variables was included. By means of ANOVA ONEWAY, differences were found in emotional exhaustion among kindergarten teachers who work in public and private school (p ≤ 0,05). Differences were also found between spectator and skeptic personality types in burnout levels, and between skeptic and complicated types in emotional exhaustion (p ≤ 0,05). These results emphasize the relevance to give attention to public school’s educator and those who had high neuroticism’s levels because they tend to have more burnout
The Role of Personality on the Rise of Burnout Response in the Organizational Context  [cached]
Fatih Cetin,,Koksal Hazir
Business and Economics Research Journal , 2012,
Abstract: Several negative emotions as stress, tiredness and dissatisfaction within intense work environment in the organizational context can give employees to develop a burnout response. We focused the personality as have an impact in predicting the emerging burnout response in employees, and we explored the roles of the personality in the burnout processes. The data, gathered from 313 primary school teachers, were analyzed with using structural equation modeling. Results showed that personality dimensions as extrovert, emotional stability and conscientiousness predicted the emotional exhaustion; extrovert, agreeableness and conscientiousness predicted the depersonalization; and just conscientiousness predicted the reduced personal accomplishment as dimensions of burnout response. All the results suggested that personality characteristics had important effects in predicting burnout response dimensions and the implications were discussed in the light of the findings of the studies in related literature.
The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers
Shahin Vaezi,Nasser Fallah
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.5.1122-1129
Abstract: This study investigated the relationship between emotional intelligence (EI) and burnout among 104 Iranian EFL teachers. In addition, teachers’ differences on EI and burnout were examined with respect to demographic variables. The participants were administered EI and Burnout questionnaires. The results obtained through using Pearson Product-Moment Correlation showed that there were significant negative correlations between EI and burnout, burnout, teaching experience and age and positive correlations between teachers’ EI, teaching experience, and age. Finally, using T-Test, the researchers found no significant differences in teachers’ EI and burnout with respect to gender. Implications of the study are discussed, and suggestions for further research are made.
A Study Of Personality Factors In Relation To Emotional Intelligence Of Student-teachers
Rakesh Bharti
Golden Research Thoughts , 2013, DOI: 10.9780/22315063
Abstract: Emotional intelligence seems to be everywhere. In recent years, it has emerged as a critical factor forsustaining high achievement, retention, and positive behaviour as well as improving life success. Emotionalintelligence (EI) and personality traits play a major role in maintaining work effectiveness and efficiency in anyorganization. The purpose of this study is to see the impact of emotional intelligence on personality traits of studentteacherswho aspire to become effective teachers. A total of 600 student-teachers of various colleges of educationaffiliated to University of Jammu, Jammu were selected as a sample randomly for the purpose of classification inlow and high emotional intelligent student-teachers. Finally 80 student-teachers (40 low and 40 high emotionallyintelligent) were selected randomly by using P40 and P60 percentiles. To test hypothesis t-test was used. Results ofthis study indicated significant differences between high and low emotional intelligent student teachers onpersonality factors.
Prevalence of burnout in a sample of Brazilian teachers
Gil-Monte,Pedro R.; Carlotto,Mary Sandra; Gon?alves Camara,Sheila;
The European Journal of Psychiatry , 2011, DOI: 10.4321/S0213-61632011000400003
Abstract: background and objectives: burnout is a psychological response to chronic work-related stress of an interpersonal and emotional nature. brazilian law have already contemplated burnout syndrome as a mental and behavioural disorder related to work. the aim of this study was to identify the prevalence of burnout in a sample of brazilian teachers. methods: the sample was composed of 714 teachers from 8 schools in porto alegre and its metropolitan area (brazil). the levels of burnout were evaluated by the spanish burnout inventory, educational version (sbi-ed). in addition, psychosomatic disorders were estimated by the unipsico subscale. results: the percentage of participants who indicated high levels of burnout was 12 % (profile 1), and 5.6% fell into profile 2 because they were affected by strong feelings of guilt. moreover, participants with high scores on the sbi dimensions (low on enthusiasm toward the job) scored significantly higher on psychosomatic disorders than participants with low scores. conclusions: based on psychometric considerations, participants who fit profile 2 of burnout could be considered burnout cases according to brazilian legislation. however, using a clinical interview to make the diagnosis is recommended.
Prevalence of burnout in a sample of Brazilian teachers  [cached]
Pedro R. Gil-Monte,Mary Sandra Carlotto,Sheila Gon?alves Camara
The European Journal of Psychiatry , 2011,
Abstract: Background and Objectives: Burnout is a psychological response to chronic work-related stress of an interpersonal and emotional nature. Brazilian law have already contemplated burnout syndrome as a mental and behavioural disorder related to work. The aim of this study was to identify the prevalence of burnout in a sample of Brazilian teachers. Methods: The sample was composed of 714 teachers from 8 schools in Porto Alegre and its metropolitan area (Brazil). The levels of burnout were evaluated by the Spanish Burnout Inventory, educational version (SBI-Ed). In addition, Psychosomatic disorders were estimated by the UNIPSICO subscale. Results: The percentage of participants who indicated high levels of burnout was 12 % (Profile 1), and 5.6% fell into Profile 2 because they were affected by strong feelings of guilt. Moreover, participants with high scores on the SBI dimensions (low on Enthusiasm toward the job) scored significantly higher on psychosomatic disorders than participants with low scores. Conclusions: Based on psychometric considerations, participants who fit Profile 2 of burnout could be considered burnout cases according to Brazilian legislation. However, using a clinical interview to make the diagnosis is recommended.
Factors associated to Burnout Syndrome in High School Teachers in Cali, Colombia [Factores asociados al síndrome de burnout en docentes de colegios de la ciudad de Cali, Colombia]
Fátima Díaz Bambula,Ana Maria López Sánchez,Maria Teresa Varela Arévalo
Universitas Psychologica , 2012,
Abstract: The goal of the study was to locate factors related to burnout syndrome in teachers of two formal private and public educational institutions from Cali, Colombia. The syndrome’s dimensions (emotional exhaustion, depersonalization and reduced sense of personal accomplishment) and their relation to organizational factors, the stress of the role and socio-demographic characteristics of the teachers were described. The Modified Burnout in teachers Questionnaire [CBP-M] was applied to a sample of 82 teachers from one public and one private school. Results show a low level of burnout syndrome in both institutions. An association with the levels of stress of role and organizational factors such as supervision, job conditions and professional worries was found. The socio-demographic characteristics did not show significant relations with the syndrome, with the exception of the level of education in which the teachers give classes
A influência de fatores de personalidade e de organiza??o do trabalho no burnout em profissionais de saúde
Souza, Wilma Costa;Silva, Angela Maria Monteiro da;
Estudos de Psicologia (Campinas) , 2002, DOI: 10.1590/S0103-166X2002000100004
Abstract: this study focuses the relationship between personality traits and organizational environmental factors, on one side, and burnout syndrome, on the other. the personality traits selected for this study were type a personality pattern and trait anxiety. job factors included meaning of work, perception of control and support from supervisors. participants were 239 health professionals. they completed five measures that assessed socio-demographic data, type a personality, trait anxiety, job factors, total burnout and its dimensions (emotional exhaustion, despersonalization and personal accomplishment). stepwise multiple regression analyses indicated that trait anxiet, support from supervisors and type a personality were significant predictors of total burnout and emotional exhaustion. in addition, trait anxiet and type a personality significantly predicted despersonalization. however, there were no significant predictors of personal accomplishment.
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