An Investigation Social – Economic Status, Organizational Commitment and Occupational Burnout in School Teachers’ City of Rasht

Maryam Eslamdost

doi:10.5901/mjss.2014.v5n23p2684

Abstract

The purpose of this study was to investigate social - economic status, organizational commitment and school teachers’ job burnout of city of Rasht. From 2596 teachers, 503 were chosen randomly by the Social economic source Surveys (SES), organizational commitment (OCQ) and Job exhaustion (MBI)in the researcher's presence in schools for 15 -20 minutes. Research data were analyzed by using Spearman correlation coefficient and in the level of (p ≤0/05) and (p ≤ 0/01). Describe of the results showed that organizational commitment of teachers was in high level (83.28± 11.34), and the rate of burnout was in a moderate level (73.41±12.14). Analysis of results showed a positive and significant relationship between social –economic situation and organizational commitment (R = 0/618). A negative and significant relationship between social – economic situation with teacher burnout (R =- 0/68 ) .Thus, from among individual characteristics, correlation of age with organizational commitment was positive and significant and with teachers job exhaustion, it was negative and significant. It can be expected that with improving teachers’ economic and social situation, pledged to increase their organizational, exhaustion job reduction and increasing the age (along with service record) their commitment will be high and job exhaustion will be low. Attention to the socio - economic status of teachers to increase organizational commitment and burnout in young teachers with low record is important. DOI: 10.5901/mjss.2014.v5n23p2684

Highlights

One of most important attitude towards work and organization is organizational and job commitment
Having welfare facilities and services and support resources can be somewhat teacher stress in daily contact with colleagues and reduce organization and a teacher with more comfortable imaginary classroom and in dealing with problems of the students. This has caused to the amount of exhaustion decrease in teacher job
By the findings of the Fejgin (2005), and is completely consistent(Fejgin., 2005) Probably teachers who are committed to that in terms of the social-economic level are in a better life

Summary

Introduction

One of most important attitude towards work and organization is organizational and job commitment. Committed have more discipline and orders in their jobs, they stay more time for doing more work in the organization (Hamidi., 2008). Organizational commitment is defined as a psychological attachment, the organization's efforts, and having a strong desire to stay and participation in the organization (Garland et al, 2009).At Smith and Mear and Alean‘s viewpoint (1993) commitment has a three dimensions of commitment, Affective commitment, Continuous commitment, Normative commitment that attitudinal commitment is one of the prominent and distinguished anticipant of behavioral commitment (Heley., 2003). Affective commitment is defined as effective or emotional continuity with the organization and love the job, so that the person enjoys being with the organization's members (Han, 2007)

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