Study of Burnout Among College Teachers In Relation to Gender

Scientific Study , 2016 , 8 Pages

Psychology - Work, Business, Organisation

In the present competitive world, burnout is a major concern in the teaching profession.

Burnout is a severe form of stress, i.e. it is the negative side of stress that leads to burnout. The difference between stress and burnout is that stress has both positive and negative outcomes as observed by Selye, 1956, whereas burnout has only negative outcomes.

Talking about gender differences in the world of work is common. The dual workload many female members of our society carry is why they can be assumed to suffer from stress more as compared to the male members of the society.
The present paper studies and compares burnout in college teachers in terms of gender. For the study, the author questioned 200 college teachers (100 male + 100 female) from different colleges of Patiala district.

The findings show that there is significant difference in the level of burnout of male and female college teachers.

Contents

Abstract

INTRODUCTION

STATEMENT OF THE PROBLEM
OBJECTIVES
HYPOTHESES
DELIMITATIONS
DESIGN OF THE STUDY
TOOL TO BE USED

INTERPRETATATION OF THE DATA

BIBLIOGRAPHY

Abstract

In the present competitive world, burnout is a concern in teaching profession. Burnout is the severe form of stress i.e. the negative side of stress that leads to burnout. To understand the difference between stress and burnout, stress has both positive and negative outcomes as observed by Selye, 1956 but burnout has only negative outcomes. Talking about gender differences in the world of work is a common phrase. The female members of our society being played a dual duty that’s why more in stress as compare to the male members of the society. Teaching is a noble profession. The present paper aimed to study and compare burnout in college teachers in terms of gender. For the investigation, the investigator took 200 college teachers (100 male + 100 female) from different colleges of Patiala district. The findings showed that there is significant difference in the level of burnout of male and female college teachers.

*Assistant Professor

INTRODUCTION

Freudenberger (1974), a psychiatrist who was largely credited with first to use the term “Burnout”. Freudenberger described burnout as physical and emotional exhaustion due to the result of excessive demands on energy, strength and resources. Also when frustration, tension or anxiety increase, stress develops into a syndrome labeled as burnout. The phenomenon of burnout conceptualized in terms of emotional exhaustion, depersonalization and reduced personal accomplishment (Maslach, Jackson and Leiter, 1996). This concept came into existence when people get to know about a proper instrument to measure burnout this that is M.B.I. or Maslach Burnout Inventory developed by Maslach and Jackson (1986). In the present competitive world, burnout is a concern in teaching profession. As the teachers are the builders of our society and even the role model for their learners. Cherniss and Krantz (1983) believe that burnout is “the loss of commitment and moral purpose in work.” In teaching losing idealism is a great danger for teachers since this profession stands on values that come intrinsically. Douglas (1995) in his study on public school teachers of Connecticut province ascertained that teacher burnout is significantly affected by the psychological disposition of an individual and is magnified by the institution and environment in which the teacher works. The conclusion of this study echoed the view that institutions which induce high stress through their climate lead the staff towards burnout. Kasinath and Kailasalingam (1995) made an attempt to explore burnout among teacher educators participating in in-service training (refresher courses). The prevalence of 70% burnout phenomenon among college teachers, pointed out that teachers had experienced 70% burnout on one or other dimension of burnout, 30% of teachers exhibited signs of complete burnout on all the three dimensions of burnout i.e. emotional exhaustion, depersonalization and personal accomplishment. But 30% teachers emerged as non-burnouts. The study further added that maximum number of teachers showed burnout in terms of depersonalization.

Sharma (2002) aimed at exploring the contribution of role related factors in executive burnout. The analysis of data collected from government, private and public sector organisations revealed that role-overload and self-role distance (two dimensions of organisational role stress) are critical determinants of burnout. The research further yielded the conclusion that role expectation, role overload, personal inadequacy and self-role distance show a significant relationship with depersonalization dimension of burnout whereas emotional exhaustion dimension of burnout exhibits positive and significant correlation with role overload, personal inadequacy and self-role distance. Duggal (2004) conducted a study on 300 female school teachers working in rural and urban area of Panjab and Chandigarh reported that overall means on the three dimensions of burnout i.e. emotional exhaustion, depersonalization and personal accomplishment are 16.94, 9.37 and 33.18 respectively. These mean scores reflect that female school teachers of Panjab and Chandigarh experience moderate level of burnout.

Mukundan and Khanderoo (2009) investigated among 120 English language teachers in Malaysia revealed that emotional exhaustion of female teachers and depersonalization of male teachers were significantly high while both had significantly a high level of reduced personal accomplishment. English teachers with less than 26 years of teaching experience revealed a significantly high level of emotional exhaustion. Teachers with more than five years of teaching experience had significantly high depersonalization, while teachers with less than five and more than 25 years of teaching experience showed significantly high reduced personal accomplishment. Nivedita, Kaur and Rani (2014) studied the problem of burnout of trained and untrained school teachers in relation to their martial status to find out and compare the effect of burnout on trained and untrained school teachers and to see the effect of martial status of trained and untrained teachers on level of burnout. A sample of 200 school teachers was taken in the study. The studied revealed that trained school teachers showed low burnout mean score as compared to untrained school teachers.

STATEMENT OF THE PROBLEM

“STUDY OF BURNOUT AMONG COLLEGE TEACHERS IN RELATION TO GENDER”

OBJECTIVES

The objective of the present study was to study gender difference in burnout and its dimensions among male and female college teachers of Patiala District.

HYPOTHESES

The hypothesis of the present study was that there exists no gender difference in burnout and its dimensions among college teachers of Patiala District.

DELIMITATIONS

Due to paucities of time and resources, the investigator delimited the present study as:-

1 The sample of study was drawn from colleges of Patiala District only.
2 The study was delimited to the 200 teachers of Patiala District only.
3 The study was confined to male and female college teachers only.

DESIGN OF THE STUDY

The study was a descriptive survey, which was conducted on the college teachers of Patiala District.

Sampling Distribution of College Teachers Across Gender

Abbildung in dieser Leseprobe nicht enthalten

TOOL TO BE USED

- Maslach Burnout Inventory (M.B.I.) by Maslach and Jackson (1986).

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• Author: Ruchi Sachdeva (Author)
• Publication Year: 2016
• Pages: 8
• Catalog Number: V340284
• ISBN (eBook): 9783668333666
• ISBN (Book): 9783668333673
• Language: English
• Tags: study, burnout, among, college, teachers, relation, gender