Burnout In Schools

Some decade ago, teaching was considered among low stress professions. The teaching was considered low stress profession because of less work load and other opportunities (Fisher, 1994). However, with passage of time and emergence of new trends, the educational organizations had been changed and now teaching is considered a tough job (Winefield, 2003). Teachers are facing a highly stressful career, and they are leaving their job at an increasing pace (Ingersoll, & Smith, 2003; Hanushek, 2007). Over few last decades, research in area of Job stress and Burnout has steadily grown. The major concern with teacher burnout in schools is that a burnout experience can precipitate both mental and physiological health (Chance, 1992). The role of teacher

A factor or reason that makes something happen or effect directly on a decision is called determinant. Burnout is a form of psychological stress leading to reduced efficacy that is characterized by exhaustion, lack of enthusiasm and motivation, feeling of ineffectiveness (Maslach, 2008). According to Maslach, the job factors are more associated to job burnout than personal factors (Maslach, 1999). This teaches us that environmental characteristics affect teachers and explaining their burnout. An important job factor, which received little attention, is whether teachers are working in the public or private sector. Both these sectors have different work characteristics due to school organizational culture and social support. It seemed to be valuable to study differences and similarities regarding Teachers’ job burnout between the two sectors, government and private, as both sectors have different contextual conditions (Riaz, 2008). Educational psychology is an important part of every society and need new finding and improvements. Finding in this area will help teacher to know about the determinants of job burnouts and their effects. The study also helped in finding out the gender differences in experience of Job burnout among school

Previous researchers have found that teacher stress and job performance both have negative relationship. If a teacher is facing greater stress, his or her performance will be negatively affected (Hanif, 2011). Burnout has direct link with job demands and it increases as job demands increase. Job demands are psychical, social and organizational aspects of the teaching in which a teacher needs to achieve his individual and organizational goals (Hakanen, 2006). Work load is also considered a part of job demands and considered to be significant determinants for job burnout (Khan, 2014). Unpleasant working conditions have negative affect on a teacher performance as well, Lack of resources, in less developed countries, and become part of burnout. Teaching staff are unable to manage due to fewer technologies available ( Hakanen,