A Comparative Study of Burnout among Several Teachers’ Specializations in Secondary Schools of Thessaloniki

Abstract

The aim of this paper was to assess secondary education teachers’ burnout in the Thessaloniki area. More specifically, the teachers of humanities (THs) and the teachers of sciences (TSs) were examined. In these groups, a comparative approach to burnout was performed. The sample consisted of 142 THs and 108 TSs. The Maslach and Jackson burnout measurement scale and the burnout sources questionnaire, as adapted by Mouzoura, were used to collect data. Based on the results of the survey, moderate burnout level was found in the teachers as a whole. It was also proved that between the two groups, there was no difference in the degree of burnout. In addition, THs record lower rates of depersonalization than TSs. Thus, it seems that demographic characteristics, level of education, and type of school differentiate burnout levels. Moreover, both groups of teachers’ specialties identified issues related to educational organization and administration as the most important cause of burnout. Individually, however, THs appear to be more exhausted emotionally due to professional obligations that magnify the workload and time pressure compared to TSs, who are particularly “affected” by the lack of material teaching resources. Moreover, this paper explores and records several dimensions of burnout faced by the participants in the survey and reports certain recommendations that can practically influence their workplace.