The Relationship Between Teachers' Instruction Procedures and Job Burnout

Abstract

The purpose of the study was to explore the relationship between teacher instruction procedure and job burnout. The participants in this study were 140 teachers (males=87,females=53) at secondary schools in Garmsar. Two instruments were used to collect data. The teachers' instruction procedure was measured by the use of a researcher made questionnaire (with three dimensions of instruction as direct, semi‐direct and indirect). The job burnout (namely: emotional exhaustion, depersonalization and decreased professional efficacy) was measured by the Maslach Burnout Inventory (MBI). The data were analyzed using the Pearson product‐moment correlation technique, Chi‐Square test and regression. The major findings were as follows: 1) A signi􀏐icant relationship between total teachers' nstruction procedure and total burnout. 2) A positive relationship between teachers' direct instruction procedure and job burnout. 3) A Negative relationship between teachers' indirect instruction procedure and job burnout. 4) No significant relationship between teachers' semi‐direct instruction procedure and job burnout. 5) A positive relationship was found between teachers' direct instruction procedure with each three dimensions of job burnout (Emotional exhaustion, depersonalization and reduced personal accomplishment). 6) A signi􀏐icantly negative relationship was found separate between teachers' direct instruction with each dimension of job burnout. 7) There was no relationship between teachers' semi‐direct instruction procedure with each three dimensions of job burnout.