Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School
International Journal of Elementary Education
Volume 5, Issue 5, October 2016, Pages: 47-50
Received: Sep. 8, 2016;
Accepted: Sep. 18, 2016;
Published: Oct. 10, 2016
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Ooi Phaik Wei, School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
Abdul Ghani Kanesan Abdullah, School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia
This study aims to investigate the relationship between burnout and job satisfaction among teachers of Chinese Independent Secondary School (CISS) in Penang. The respondents consist of 175 teachers selected randomly from five CISS in Penang. Data from respondents was collected using a translated version of questionnaire consisting of 2 parts, Maslach Burnout Inventory - Educators Survey (MBI - ES) and Job Satisfaction Survey (JSS). The results show that the level of teacher burnout dimension of emotional exhaustion, and personal accomplishment are moderate. Whereas the burnout dimension of depersonalization was at low level. Overall, the level of job satisfaction amongst CISS teachers is at the moderate level. While the level of each dimension of job satisfaction indicates a moderate level such as salary, promotion, supervision, fringe benefits, contingent rewards, operating procedures, co-workers, nature of work, and communication. It shows there is a negative significant relationship between burnout and job satisfaction. The study suggests that school administrators should fully exploit how to avoid burnout at workplace in order to increase teachers’ job satisfaction and performance.
Ooi Phaik Wei,
Abdul Ghani Kanesan Abdullah,
Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School, International Journal of Elementary Education.
Vol. 5, No. 5,
2016, pp. 47-50.
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