Abstract
The level of occupational burnout (OB) and job satisfaction (JS) was investigated in primary school teachers (n = 125) in the region of Epirus in Northwestern Greece. Teachers exhibited a high level of emotional exhaustion (EE), a medium level of depersonalization (DP), and a lack of personal accomplishment (PA). In our study, EE, which is a significant component of OB, varied according to intrinsic and extrinsic JS parameters. Teachers were less satisfied and more stressed with extrinsic job characteristics of their job, such as working conditions and working hours. Female teachers were more likely to exhibit increased satisfaction from intrinsic job characteristics, whereas male teachers were more likely to exhibit increased emotional exhaustion and lack of personal accomplishment. Job satisfaction had a significant negative impact on emotional exhaustion. Job satisfaction accounted (EE = 47.173 − 3.527*JS) for 35.1% of the total variation in the dependent variation of EE (F(1124) = 66.094, p < 0.001), indicating that job satisfaction had a significant negative effect on EE, such that an additional unit in job satisfaction will lower EE by 3.527. A Pearson correlation analysis revealed that age correlated negatively with emotional exhaustion (r = −0.204, p = 0.023). Proactive human resources policies may be required to protect the newly hired and less experienced teachers from exposure to stressful working conditions.
Highlights
Occupational burnout and job satisfaction are important and crucial parameters for successful human resource management for modern organizations
Objectives of the Current Study: The aim of the present work is to investigate the level of job satisfaction and burnout of primary school teachers in Greece during a period of a prolonged economic crisis, and how age or work experience may be a predictor of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA)
There was no significant difference between female and male teachers in terms of the overall job satisfaction, but female teachers exhibited a higher level of job satisfaction from intrinsic job characteristics
Summary
Occupational burnout and job satisfaction are important and crucial parameters for successful human resource management for modern organizations. Job satisfaction refers to the attitude of employees toward various aspects of their work [1] and can have a positive effect on several parameters of their job, including productivity, efficiency, reduced absenteeism, staff turnover rate, and well-being in general (e.g., reduced risk for occupational burnout of employees) [2,3]. There is a plethora of evidence which suggest that satisfied employees are likely to exhibit increased productivity and more positive attitudes towards their assigned task [4,5,6,7,8]. Teachers’ job satisfaction is generally associated with different work features such as motivation, productivity, turnover rates, quality of work, and job efficiency. Teachers’ job satisfaction is a crucial parameter for both teaching efficiency and school performance. On the contrary, dissatisfied teachers may exhibit increased levels of occupational stress and reduced performance [3,5,7,8,9]
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