The present study was conducted on 200 college teachers to find out the relationship of organizational role stress with burnout. The study shows the significant relationship of dimensions of organizational role stress with the emotional exhaustion and depersonalization dimensions of burnout. The study is helpful for educationists, policymakers and others to create strategies which help to reduce burnout among teachers.
Organizational Role Stress among College Teachers in relation to Burnout
*Ruchi Sachdeva
Abstract
Stress in the work environment is an important phenomenon in the teaching profession. Stress is feeling bad due to troubles beyond our control. We know teaching profession is above all the other professions. Teachers or Nation Builders if find stress in their working environment, then how would they build up the future nation. This is a notable question. The present study is conducted on the 200 college teachers to find out the relationship of organizational role stress with burnout. The study shows the significant relationship of dimensions of organizational role stress with emotional exhaustion and depersonalization dimensions of burnout. The study is helpful for educationist, policymakers and others for find out the strategies which help to reduce burnout among nation builders.
*Assistant Professor, G. G. S. College of Education, Giddarbaha.
INTRODUCTION:
Present century is also called the “Age of Anxiety and Stress”. One finds stress everywhere, whether it be within the family, organization or any other social or economic activity. Stress affects our happiness, safety, self-esteem and mental equilibrium. Areas of stress may be friends, society, and an organization where one is working. Teaching is a noble profession and teacher has a great respect in our society. But today’s teachers faced a lot of problems in their working institutions due to many reasons and become frustrated. If the teachers or nation builders of our society feel stress then how they can achieve the real objectives of teaching. Today’s teacher is surrounded by many handicaps. He is over-worked, frustrated and to cope it all he is disintegrated many stressful factors like heavy academic workload, indiscipline students, deterioration in service conditions, inappropriate principles and it all lead to teacher burnout.
Burnout, a term originally coined by Freudenberg (1974) to describe health-care workers who were physically and psychologically burnout, is now common in teachers, nurses, workers etc. Burnout in teaching profession occurs as a result of chronic work stress. The burnout is used to describe a syndrome that goes beyond physical fatigue from overwork. Stress and emotional exhaustion are part of it, but the hallmark of burnout is the distancing that goes on in response to the overload.
REVIEW OF RELATED LITERATURE:
Kuzsman and Schnall (1987) studied the one important factor related to organization i.e. classroom climate. This factor affects teacher's attitude towards teaching and leads to teacher’s burnout. Their result assess on 5000 American and Canadian teachers which showed that 63% teachers exhaust due to student discipline problem in their work environment. Pestonjee and Azeem (2001) on the basis of their investigation on 300 university teachers (including professors, readers and lecturers) reported that organizational role stress, dimension-wise as well as total, is highly correlated with teacher burnout among all the three groups of university teachers. Duggal (2004) studied burnout among teachers in relation to their personality characteristics, work environment and job satisfaction. The investigation based on 300 female school teachers of Punjab and Chandigarh observed that burnout is negatively related with congenial work environment meaning thereby that congenial work environment (the environment marked by equal involvement of all in work, co-workers cohesion, supervisory support, free hand in decision making, less work pressure, judicious managerial control, physical comfort etc.) leads towards lower level of burnout and vice-versa. Mabry (2006) researched on factors that play a significant role in burnout among teachers. The exploration of data comprising 356 elementary, middle and high school teachers working in Tennessee, unfolded that principal's support, participation in decision-making, student behaviour, student population i.e. number of students in a school, student behaviour and grade level taught are various institutional factors responsible for burnout behaviour among school teachers. Glasberg, Ann-Louise (2007) studied stress of conscience and burnout in healthcare to investigate that whether there is an association between "stress of conscience" that is stress related to troubled conscience and burnout and to obtain an enhanced understanding of factors related to stress of conscience and burnout in health care. Their finding indicate that burnout is related to being unable to live up to one's moral convictions; thus it is consequences of healthcare employee's feelings that they not acting on their values and for the well beings of the patients. Mahakud and Bajaj (2014) conducted study on organizational role stress and burnout among the government and private school teachers in Delhi city, India. The study was conducted with a sample of 100 teachers (50 government school teachers and 50 private school teachers). The result of the study was that there is a significant difference of organizational role Stress and burnout between the government and private school teachers (p=0.01). Also, the private male teachers were more stressed as compared to the government male teachers and their female counterparts (p=0.01).
STATEMENT OF THE PROBLEM:
“Organizational Role Stress among College Teachers in relation to Burnout” SIGNIFICANCE OF THE STUDY:
Teaching has been identified a stressful occupation. The present study in its complete form is expected to unravel how organizational stress are related to burnout syndrome. The results of the study may be helpful to the educationists, policy makers and administrators by pinpointing to various aspects of organizational role stress in schools which contribute towards development of burnout syndrome; so as to control them in order to reduce, treat and prevent burnout which if not controlled may reach epidemic proportions.
OPERATIONAL DEFINITION OF TERMS:
i. Organizational Role Stress:
It refers to ten different role stresses experienced by a person while performing a role in the organization, identified and measured through Pareek's Organizational Role Stress (ORS) Scale (1993) in terms of ten dimensions namely:
- Inter-Role Distance
- Role Stagnation
- Role Expectation Conflicts
- Role Erosion
- Role Overload
- Role Isolation
- Personal Inadequacy
- Self-Role Distance
- Role Ambiguity
- Resource Inadequacy
ii. Burnout:
Burnout is an internal psychological experience, a process and a chronic syndrome involving feelings, attitudes motives and expectations ; psychologically defined as 'the loss of concern for people with whom one is working' to be measured in terms of three dimensions, namely emotional exhaustion, depersonalization and reduced personal accomplishment as measured by Maslach Burnout Inventory.
OBJECTIVES:
Following will be the objectives of the study:
- To study dimensions of organizational role stress among college teachers in relation to burnout.
HYPOTHESES:
To fulfill the objectives of the study, the following hypotheses were formulated:
- There will be significant relationship of dimensions of organizational role stress among college teachers with burnout.
DELIMITATIONS:
The proposed study was delimited in the following manner:
1. The universe of the study will be college teachers of Patiala district of Punjab only.
2. Only college teachers will be selected for the conduct of the study.
METHODOLOGY:
The descriptive survey method will be used for the conduct of the present study.
SAMPLING:
The sample constituted 200 college teachers selected from Patiala District of Punjab only.
RESEARCH TOOLS:
The following tools will be used to collect data for the present investigation:
- Organizational Role Stress (ORS) scale by Udai Pareek (1982).
- Maslach Burnout Inventory (Form Ed.) developed by Christina Maslach and Susan E. Jackson (1986).
EXPERIMENTATION AND INTERPRETATION OF DATA ANALYSIS:
The coefficient of correlation is applied to find out the relationship of dimensions of organizational role stress with dimensions of burnout. Results is shown in the following table-1.
Table-1 Correlation Matrix for Organizational Role Stress in relation to Burnout
Abbildung in dieser Leseprobe nicht enthalten
** Correlation is significant at the 0.01 level.
* Correlation is significant at the 0.05 level.
[...]
- Citar trabajo
- Ruchi Sachdeva (Autor), 2016, Organizational Role Stress among College Teachers in relation to Burnout, Múnich, GRIN Verlag, https://www.grin.com/document/340285
-
-
-
-
¡Carge sus propios textos! Gane dinero y un iPhone X. -
-
¡Carge sus propios textos! Gane dinero y un iPhone X. -
-
¡Carge sus propios textos! Gane dinero y un iPhone X. -
-
¡Carge sus propios textos! Gane dinero y un iPhone X. -
-
¡Carge sus propios textos! Gane dinero y un iPhone X.