Burnout Syndrome, Working Condition and Teachers’ Productivity: A Case of Adventist Secondary Schools in North Eastern Tanzania

Abstract

This study investigated about burnout syndrome, working condition and teachers’ productivity among Adventist secondary schools in North Eastern Tanzania through survey research design. Data analysis involved descriptive and inferential statistics in terms of mean scores, t-test and Pearson Correlational Coefficient. The study concluded that there is no significant difference in burnout syndrome by teachers categorized according to their gender and marital status. Secondly, teachers perceived their working conditions to be ideal for greater productivity. They also considered themselves to be hardworking. Finally, there is a significant positive correlation between working condition and teachers’ productivity. Therefore, it is recommended that school administration should strive to control the experienced physical tiredness by teachers at their work place as this is potential sign for teachers’ burnout which if not controlled may affect teachers’ productivity. Since teachers considered themselves to be hard working, there is need for school administration to establish a mechanism to appraise teachers’ effort. Since working conditions are positively correlated with teachers’ productivity, there is need for school administrations to ensure improved working conditions as such can increase productivity of teachers and as a result, greater academic productivity will be realized.