REALITY OF OCCUPATIONAL BURNOUT IN SECONDARY SCHOOLS IN THE STATE OF KUWAIT FROM TEACHERS’ PERSPECTIVE

Abstract

This study aims to identify the reality of occupational burnout in its three dimensions in public education schools, including secondary schools, from the perspective of Kuwaiti school teachers, following the descriptive analytic approach. The study applied the questionnaire to a simple random sample of (425) secondary school teachers in the six educational districts in the State of Kuwait. Using the appropriate statistical tools, the study concluded several results, the most important of which are: (1) the reality of occupational burnout in general was low, as the lack of personal achievement dimension came in the first place, followed by the negative interpersonal relationships dimension, then the emotional exhaustion dimension; (2) There are no statistically significant differences between the arithmetic means of occupational burnout for the educational district and academic qualification variable. However, there are statistically significant differences, attributed to the gender variable, in favor of males. The study recommends that: (A) The administration shall pay attention to the teacher through his participation in decision-making, avoiding centralization through delegation of authority; (B) The administration shall establish a system of material and moral incentives for encouragement; (C) The administration shall distribute administrative tasks in a way that reduces the burden on the teacher; and (D) The administration shall set times for meeting with teachers to solve problems and conflicts that occur between them, and make further efforts to repair relationships. Keywords: Occupational Burnout, Secondary Stage, Kuwait