Abstract
The main purpose of this study was to investigate the relationship of job stress, personality and social support to burnout among college of education lecturers. The second purpose was to examine the extent to which personality and social support can buffer the negative effects of stress on burnout. Survey methodology was used for this study. Job stress, personality and social support were used to predict emotional exhaustion, depersonalization and personal accomplishment. Findings showed that job stress, personality dimensions and social support jointly and separately predicted dimensions of burnout. Personality and social support interacted with job stress to predict personal accomplishment. Results support the view that, environmental (job stress and social support) and personal factors (personality traits) have influence on burnout. The papers findings imply that interventions designed to improve lecturers’ classroom management skills, social network and assessment of their personality traits may have positive impact in combating burnout.
Highlights
Burnout is defined as a chronic affective response pattern to stressful work conditions that feature high levels of interpersonal contact, Maslach, Jackson and Leiter (1996) conceptualized burnout as consisting of emotional exhaustion, depersonalization and reduced personal accomplishment
The main purpose of this study was to investigate the relationship of job stress, personality and social support to burnout among college of education lecturers
Extraversion was negatively correlated with emotional exhaustion (r=-.20, p
Summary
Burnout is defined as a chronic affective response pattern to stressful work conditions that feature high levels of interpersonal contact, Maslach, Jackson and Leiter (1996) conceptualized burnout as consisting of emotional exhaustion, depersonalization and reduced personal accomplishment. The Third component is the loss of or reduced feeling of personal accomplishment derived from jobs and employees often evaluate themselves negatively (Maslach, Schauefeli & Leiter, 2001). Burnout as an individual negative experience occurring as a result of chronic work stress has become prominent in teaching professional literature since the mid-1970s’. The main purpose of this study was to investigate the relationship of job-related stress, personality and social support to burnout among a previously unstudied element of the population, college of education lecturers. A secondary objective was to examine the extent to which personality and social support can buffer the negative effects of stress on burnout in the lecturers
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