Structural analysis of teachers' burnout based on professional development and participatory management in school
Publisher: name: The University Of Kurdistan
Year: 2021

description: Teacher is one of the stressful jobs and as a result, stress and burnout of teachers\nis one of their most important and growing problems and is considered as an\neconomic deterrent. Professional development in schools is a vital\nrequirement for success in the professional role of teachers. Also,\nparticipatory management means the participation of the right people, at the\nright time and for the right job. Therefore, the importance of the issue\nrequires that the burnout of teachers be analyzed in the form of a structural\nmodel based on the variables of professional development and participatory\nmanagement.The purpose of this study was to job burnout's structural analyse\nin teachers based on professional development and participatory Management\nof school in Tabriz education districts.\nThis research is a descriptive-correlational based on structural equations model\nstudy considering the relationship between professional development variable\nwith job burnout variable as well as mediated by participatory management.\nAlso, this research is a cross-sectional study with a wide range of researches.\nThe statistical population of the study consisted of all girls' secondary school\nteachers in Tabriz's educational districts, who spent between 1 and 10 years\nof their service. The number of teachers in the lower 10 years background is\n126. The sampling method in this study was relative stratified random\naccording to area. The sample size is 100 people per community of 130\naccording to Morgan's table. The sample size was divided into 5 unequal   classes divided into five districts and teachers. The following questionnaires\nwere used for data collection: Professional Development Questionnaire\nIn this study, a questionnaire was developed to measure the professional\ndevelopment of teachers using the Kentucky Professional Development\nStandards Questionnaire. The Kentucky State Standards for Professional\nStandards for Teacher Preparation and Certification has designed nine\nstandards and has reviewed and revised them from 1 to 5 years. Different\nstandards are used to measure each standard in separate batches, ranging\nfrom very low to very high five options. The Teachers' Professional\nStandards Development Questionnaire has 70 questions. The reliability of the\nquestionnaire was evaluated by applying it on 30 teachers of the statistical\nsociety and Cronbach's alpha coefficient was 0.82. The validity of the\nquestionnaire was confirmed and confirmed by content validity using twelve\nprofessors or educational groups.\nBurnout Questionnaire: This test is made by Maxwell, which is based on a new\nestimate of the phenomenon of stress, namely burnout. The questionnaire\nconsists of three items that measure emotional exhaustion, deterioration, and\nlack of personal success in the context of professional activity, and are\nespecially used to measure and prevent burnout in professional groups such\nas nurses, teachers, and others (Azizi et al., 2008). The items were scored on\na 5-point Likert scale. When studying this scale by the subject, one expresses\nhis / her feeling with regard to the options available. The questions (1, 2, 3, 6,\n8, 13, 14, 16, 20) are related to the emotional exhaustion subscale. The\nquestions (5, 10, 11, 15, 22) are also related to the de-personalization\nsubscale (as well as the questions (4, 7, 9, 12, 17, 18, 19, 21). Individual\nsuccess (individual performance). Questions (6, 8, 10, 11, 13, 14, 15, 16, 20,\n22, 1, 2, 3, 5) This questionnaire is inversely rated for ratings and questions\n(4, 7, 9, 12, 17 , 18, 19, 21) are calculated directly. In a study conducted by\nKhaledi in Iran in 1996, the validity of the questionnaire was reported to be\n0.91, and Badri, in 2000, the validity of the Maslach burnout questionnaire\nwith emotional exhaustion (0.90); depersonalization of personality (0.79);\nConfirmed individual performance (0.71) (Saatchi & Asgarian, 2014). The\nreliability of the questionnaire in this study was estimated by 30 teachers for\nemotional exhaustion (0.79); depersonalization of personality (0.8); personal\nperformance (0.78) and for the whole questionnaire (0.82). Is. Participatory\nManagement Questionnaire\nThe questionnaire consists of 40 items on a 5-point scale that assess the extent to\nwhich principals use a school-based participatory management style from the\nteachers' perspective. This questionnaire was designed and used by Fakali in\n2016 and has a reliability of 0.89. The reliability of the questionnaire in the\npresent study was estimated to be 0.84 with 30 teachers. Structural equation\nmodeling with PLS software was used to analyze the data and test the  research hypotheses. Also analysis of statistical data and design of structural\nequation model with PLS software showed: Job burnout of teachers based on\nprofessional development in girls' secondary schools in Tabriz education\ndistricts can be predicted using structural equation modeling. Job burnout of\nteachers based on participatory management in girls' secondary schools in\nTabriz education districts cannot be predicted using structural equation\nmodeling.\nParticipatory management is predictable based on the professional development\nof teachers recruited in girls' secondary schools in Tabriz by using structural\nequation modeling.The correlation matrix between variables indicates that\nthere is a significant (0.73) positive relationship between professional\ndevelopment and participatory management. There is a significant inverse\nrelationship between participatory management and professional\ndevelopment with job burnout and its components. The coefficient of\nexplanation for burnout based on participatory management is not significant\nbecause the T value is less than 1.96 and the significance level is above 0.05.\nAnd other predictors of job burnout and its components based on professional\ndevelopment with T value higher than 1.96 and significance level less than\n0.05 are significant. The coefficient of path of predicting burnout based on\nprofessional development in the studied teachers is 0.73 and this value is\n0.737 in explaining teachers' participation in school management based on\nprofessional development. Findings showed that participatory management\nand job burnout of teachers based on professional development in girls'\nsecondary schools in Tabriz education districts can be predicted using\nstructural equation modeling.\nAs a general conclusion, it can be said that professional development has a\ngreater impact on reducing teacher burnout. This effect is both direct and\nexerted through participatory management. Therefore, paying attention to the\ndevelopment of teachers' professions can be of great importance for the\neducation organization. Because it increases the productivity of teachers by\nreducing burnout.