اخبار و اعلانات

 آمار

تعداد نشریات31
تعداد شماره‌ها834
تعداد مقالات8,021
تعداد مشاهده مقاله14,857,892
تعداد دریافت فایل اصل مقاله9,599,285
Gordahani, Asiyeh. (1403). The Role of Sleep Quality and Self – Efficacy in Job Burnout of Teachers. نشریه علمی دانشگاه سیستان و بلوچستان, 1(2), 46-58. doi: 10.22111/ijop.2024.49207.1018
Asiyeh Gordahani. "The Role of Sleep Quality and Self – Efficacy in Job Burnout of Teachers". نشریه علمی دانشگاه سیستان و بلوچستان, 1, 2, 1403, 46-58. doi: 10.22111/ijop.2024.49207.1018
Gordahani, Asiyeh. (1403). 'The Role of Sleep Quality and Self – Efficacy in Job Burnout of Teachers', نشریه علمی دانشگاه سیستان و بلوچستان, 1(2), pp. 46-58. doi: 10.22111/ijop.2024.49207.1018
Gordahani, Asiyeh. The Role of Sleep Quality and Self – Efficacy in Job Burnout of Teachers. نشریه علمی دانشگاه سیستان و بلوچستان, 1403; 1(2): 46-58. doi: 10.22111/ijop.2024.49207.1018

The Role of Sleep Quality and Self – Efficacy in Job Burnout of Teachers

Iranian Journal of Organizational psychology
مقاله 5، دوره 1، شماره 2، شهریور 2024، صفحه 46-58    اصل مقاله (701.44 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22111/ijop.2024.49207.1018
نویسنده
Asiyeh Gordahani*
Ph.D Student in Psychology, Education and Training Organization, Sistan and Baluchestan Province, Iranshahr, Iran.
چکیده
This study aimed to explore the influence of teachers' sleep quality and self-efficacy on burnout in Iranshahr City. The statistical population for this study comprised all secondary high school teachers in Iranshahr city during the academic year 2023 – 2024. The sample consisted of 118 teachers who were chosen using the convenience sampling method. To gather the data, the job burnout questionnaires developed by Maslach, Jackson, and Leiter (1986), the Petersburg sleep quality questionnaire (1989), and the teacher self-efficacy questionnaire created by Schanen, Moran, and Woolfolk (2001) were utilized. To analyze the data, Pearson correlation and multiple regression were conducted, with all analyses carried out using SPSS software version 24. The results of the Pearson correlation coefficient indicated that emotional exhaustion and depersonalization had a negative correlation with comprehensive involvement, educational strategies, and class management (p<.01), while personal accomplishment showed a notable positive correlation with comprehensive involvement, educational strategies, class management, and sleep quality (p<.01). The overall model accounted for 24.7% of the variance in emotional exhaustion and 11% of the variance in depersonalization. Thorough involvement accounted for 14.5% of the variance in personal accomplishment, while sleep quality explained 9% of the variance in personal accomplishment.
کلیدواژه‌ها
Job burnout؛ self-efficacy؛ sleep quality؛ teachers
مراجع
  1. Deldar, Z., Gevers-Montoro, C., Khatibi, A., & Ghazi-Saidi, L. (2020). The interaction between language and working memory: a systematic review of fMRI studies in the past two decades. AIMS neuroscience, 8(1), 1–32. https://doi.org/10.3934/Neuroscience.2021001
  2. Akbari, R., & Tavassoli, K. (2014). Developing an ELT context-specific teacher efficacy instrument. RELC journal, 45(1), 27-50.
  3. Alalhareth, A. S. M., Alghubari, H. A. Y., Alsharman, B. S. M., Al Faraj, A. M. A., Alyami, H. M. A., Alsalem, I. Y. Y., ... & Alswedan, M. A. (2024). Chronic Occupational Stress and Health Outcomes: A Systematic Review of Recent Findings. Journal of Ecohumanism, 3(8), 909-917.
  4. Alarcon, G., Eschleman, K. J., & Bowling, N. A. (2009). Relationships between personality variables and burnout: A meta-analysis. Work & stress, 23(3), 244-263.
  5. Arias Gallegos, W. L., and Jiménez Barrios, N. A. (2013). Síndrome de burnout en docentes de educación básica regular de arequipa [Burnout syndrome in educators of regular basic education from Arequipa]. Educación 22, 53–76.
  6. Azizi L, Feizabadi, Z, & Salehi, M. (2008). Exploratory and confirmatory factor analysis of the Mazlach burnout questionnaire in employees of the University of Tehran. Psychological Studies, 4(3), 73-92. SID. https://sid.ir/paper/67775/fa
  7. Bandura, A. (1995). Comments on the crusade against the causal efficacy of human thought. Journal of behavior therapy and experimental psychiatry, 26(3), 179-190.
  8. Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
  9. Bandura, A., & Wessels, S. (1997). Self-efficacy (pp. 4-6). Cambridge: Cambridge University Press.
  10. Blecharz, J., Luszczynska, A., Scholz, U., Schwarzer, R., Siekanska, M., & Cieslak, R. (2014). Predicting performance and performance satisfaction: The role of mindfulness and beliefs about the ability to deal with social barriers in sport. Anxiety, Stress, & Coping, 27, 270–287. doi:10.1080/10615806.2013.839989
  11. Blecharz, J., Luszczynska, A., Tenenbaum, G., Scholz, U., & Cieslak, R. (2014). Self‐efficacy moderates but collective efficacy mediates between motivational climate and athletes’ well‐being. Applied Psychology: Health and Well‐Being, 6(3), 280-299.
  12. Brown, K. M., Hoye, R., & Nicholson, M. (2012). Self-esteem, self-efficacy, and social connectedness as mediators of the relationship between volunteering and well-being. Journal of social service research, 38(4), 468-483.
  13. Cirocki, A., & Widodo, H. P. (2019). Reflective practice in English language teaching in Indonesia: Shared practices from two teacher educators. Iranian Journal of Language Teaching Research, 7(3 (Special Issue)), 15-35.
  14. de Heus, P., and Diekstra, R. (1999). “Do teachers burn out more easily? A comparison of teachers with other social professions on work stress and burnout symptoms,” in Understanding and Preventing Teacher Burnout: A Sourcebook of International Research and Practice, eds E. R. Vandenberghe and A. Huberman (Cambridge: Cambridge University Press), 269–284. doi: 10.1017/CBO9780511527784.019
  15. Demerouti, E., Bakker, A. B., Vardakou, I., & Kantas, A. (2003). The convergent validity of two burnout instruments: A multitrait-multimethod analysis. European journal of psychological assessment, 19(1), 12.
  16. Elgendy, O. E., Kater, A. E., Elsayed, A. A., Elkoly, A. H., Ez-Elarab, H. S., & Saudy, M. A. H. (2019). Work stresses and their potential impacts among teachers of governmental education schools. Egyptian Journal of Science Education .22(6), 171-188.
  17. Ergin, C. (1992, Eylül). Doktor ve hemşirelerde tükenmişlik ve Maslach Tükenmişlik Envanteri’nin uyarlanması. 7.
  18. Ulusal Psikoloji Kongresi’nde sunulan bildiri, Ankara Farahbakhsh, S. (2009). A study of job burnout, sources and coping strategies in top managers of governmental organizations in province of Lorestan, Iran. Australian Journal of Basic and Applied Sciences, 3(4), 4032-4039.
  19. Farber, B. A. (1984). Teacher burnout: Assumptions, myths, and issues. Teachers College Record, 86, 321-338.
  20. Fernández, M. (2002). Desgaste psíquico (burnout) en profesores de educación primaria de Lima metropolitan [Psychological burnout syndrome in elementary school teachers in metropolitan Lima]. Persona 5, 27–66.doi: 10.26439/persona2002.n005.842
  21. Figueiredo-Ferraz, H., Gil-Monte, P. R., and Grau-Alberola, E. (2009). Prevalencia del síndrome de quemarse por el trabajo (Burnout) en una muestra de maestros Portugueses [Prevalence of burnout syndrome in Portuguese teachers]. Aletheia 29, 6–15.
  22. Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ burnout: The role of trait emotional intelligence and social support. Frontiers in psychology, 10, 2743.
  23. Garwood, Justin D., Margaret G. Werts, Cheryl Varghese, and Leanne Gosey. "Mixed-methods analysis of rural special educators’ role stressors, behavior management, and burnout." Rural Special Education Quarterly 37, no. 1 (2018): 30-43.
  24. Gil-Monte, P. R. (2005). El Síndrome de Quemarse por el Trabajo. Una Enfermedad Laboral en la Sociedad del Bienestar [The Syndrome of Burn by Work. An Occupational Disease in the Welfare Society]. Madrid: Ediciones Pirámide.
  25. Glazzard, J., & Rose, A. (2020). The impact of teacher well-being and mental health on pupil progress in primary schools. Journal of Public Mental Health, 19(4), 349-357.
  26. Guider, H., Hadrya, F., Lafraxo, M. A., El Madhi, Y., Soulaymani, A., Mokhtari, A., & Hami, H. (2024). Teaching under pressure: assessing burnout among high school teachers. The Pan African Medical Journal, 48, 78.
  27. Gündüz, B. (2000). Hemşirelerde stresle başaçıkma biçimleriyle tükenmişlik arasındaki ilişkinin incelenmesi. Yayımlanmamış yüksek lisans tezi, Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Trabzon
  28. Gündüz, B. (2005). İlköğretim öğretmenlerinde tükenmişlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1 (1), 152-166.
  29. Hahn, V. C., Binnewies, C., Sonnentag, S., & Mojza, E. J. (2011). Learning how to recover from job stress: Effects of a recovery training program on recovery, recovery-relates self-efficacy, and well-being. Journal of Occupational Health Psychology, 16, 202–216. doi:10.1037/a0022169
  30. Hassard, J., Teoh, K. R., Visockaite, G., Dewe, P., & Cox, T. (2018). The cost of work-related stress to society: A systematic review. Journal of occupational health psychology, 23(1), 1.
  31. Hill, T., Smith, N. D., & Mann, M. F. (1987). Role of efficacy expectations in predicting the decision to use advanced technologies: The case of computers. Journal of applied psychology, 72(2), 307.
  32. Hosseinchari, m., samavi, s.a.a.v., & mohammadi, m.. (2011). a study on the psychometric properties of teacher self- efficacy scale. studies in learning and instruction (journal of social sciences and humanities of shiraz university), 2(2 (59-2)), 17-19. sid. https://sid.ir/paper/382667/en
  33. Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 1, 1-17.
  34. Jimmieson, N. L., Terry, D. J., & Callan, V. J. (2004). A longitudinal study of employee adaptation to organizational change: The role of change-related information and change-related self-efficacy. Journal of Occupational Health Psychology, 9, 11–27. doi:10.1037/1076-8998.9.1.11
  35. Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., and Millet, C. (2005). The experience of work-related stress across occupations. J. Manag. Psychol. 20, 178–187. doi: 10.1108/02683940510579803
  36. Kakouei, h., zare, sajad, akhlagi, a.a., & panahi, d.. (2010). evaluation of sleep quality in bus drivers in tehran. Traffic management studies, 5(16), 1-10. sid. https://sid.ir/paper/154266/en
  37. Karakelle, S., & Canpolat, S. (2008). Tükenmişlik düzeyi: yüksek ilköğretim öğretmenlerinin öğrencilere yaklaşım biçimlerinin incelenmesi, Eğitim ve Bilim, 33(147), 106- 120.
  38. Kay-Eccles, R. (2012). Meta-analysis of the relationship between coworker social support and burnout using a two- level hierarchical linear model. Western journal of nursing research, 34(8), 1062-1063.
  39. Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context?. Educational Psychology, 35(1), 93-109.
  40. Kisambira, A., Khadijah, B., & MM, A. A. (2024). The Role of University Community Engagement Programs in Influencing Higher Education Outcomes and Community Development: An Insight from Uganda. Extensive Reviews, 4(1), 15-28.
  41. Koustelios, A. (2001). Organizational factors as predictors of teachers’ burnout. Psychological Reports, 88 (3), 627-634.
  42. Lee, R. T., Seo, B., Hladkyj, S., Lovell, B. L., & Schwartzmann, L. (2013). Correlates of physician burnout across regions and specialties: A meta-analysis. Human Resources for Health, 11, 48. doi:10.1186/1478-4491-11-48.
  43. Lent, R. W., Brown, S. D., & Larkin, K. C. (1987). Comparison of three theoretically derived variables in predicting career and academic behavior: Self-efficacy, interest congruence, and consequence thinking. Journal of counseling psychology, 34(3), 293.
  44. Lunenburg, F. C. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International journal of management, business, and administration, 14(1), 1-6.
  45. Luszczynska, A., & Schwarzer, R. (2005). The Role of Self-Efficacy in Health Self-Regulation.
  46. Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: multicultural validation studies. The Journal of psychology, 139(5), 439-457.
  47. Marek, AP., Nygaard, RM., Liang, ET., Roetker, NS., DeLaquil, M., Gregorich, S., Richardson, CJ., Van Camp, JM. (2019). The association between objectively-measured activity, sleep, call responsibilities, and burnout in a resident cohort. BMC Med Educ.
  48. Maslach , C. , Jackson , S. E. and Leiter , M. P. (1996) . Maslach Burnout Inventory manual, 3rd ed. , Palo Alto, CA: Consulting Psychologists Press.
  49. Maslach, C. (2003). Job burnout: New directions in research and intervention. Current directions in psychological science, 12(5), 189-192.
  50. Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of organizational behavior, 2(2), 99-113.
  51. Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory manual. Palo Alto, CA: Consulting Psychologist Press.
  52. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52(1), 397-422.
  53. Maslach, M. & Leiter, C. (2008). Early Predictors Of Job Burnout And Engagement Journal Of Applied Psychology, 93, Pp. 498-512.
  54. Nease, A. A., Mudgett, B. O., & Quiñones, M. A. (1999). Relationships among feedback sign, self-efficacy, and acceptance of performance feedback. Journal of applied psychology, 84(5), 806.
  55. Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students' writing. The Journal of Educational Research, 90(6), 353-360.
  56. Pines, A. (2002). A psychoanalytic-existential approach to burnout demonsrated the cases of a nurse, a teacher, and a manager. Psychotherapy, Theory, Research, Practice, Training, 39 (1), 103-113.
  57. Polat, D. D., & İskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1-13.
  58. Poulin, J., & Walter, C. (1993). Social worker burnout: A longitudinal study. Social Work Research and Abstracts, 29 (4 ), 5-12
  59. Putwain, D. W., & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, 39(1), 51-64.
  60. Rasool, S. F., Wang, M., Zhang, Y., & Samma, M. (2020). Sustainable work performance: the roles of workplace violence and occupational stress. International journal of environmental research and public health, 17(3), 912.
  61. Ratto Dattoli, A., García Pérez, R. C., Silva, M. I., and González, M. (2015). El síndrome de quemarse por el trabajoy factores psicosociales en docentes de primaria de la ciudad de Montevideo [burnout syndrome and psychosocial factors in primary school teachers in montevideo]. Ciencias Psicol. 9, 273–281.
  62. Rionda Arjona, A., and Mares Cárdenas, M. G. (2011). Burnout en profesores de primaria y su desempeño laboral [Burnout among elementary school teachers and their work performance]. Rev. Latinoam. Med. Conductual 2, 43–50.
  63. Saks, A. M. (1994). Moderating effects of self-efficacy for the relationship between training method and anxiety and stress reactions of newcomers. Journal of Organizational Behavior, 15, 639–654.
  64. Salyers, M. P., Watkins, M. A., Painter, A., Snajdr, E. A., Gilmer, D. O., Garabrant, J. M., & Henry, N. H. (2019). Predictors of burnout in public library employees. Journal of Librarianship and Information Science, 51(4), 974-983.
  65. Schaufeli, W. B. (2003). Past performance and future perspectives of burnout research. J. Indust. Psychol. 29, 1–15. doi: 10.4102/sajip.v29i4.127
  66. Schaufeli, W. B., and Enzmann, D. (1998). The Burnout Companion to Study and Practice: A Critical Analysis. Milton Park: Taylor & Francis. Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career development international, 14(3), 204-220.
  67. Schultz, G. (2022). The Relationship between Student Academic Self-Efficacy and Academic Success of Adult Online Undergraduate Learners (Doctoral dissertation, South University).
  68. Seidman, S. A., & Zager, J. E. (1991). A study of coping behaviors and teacher burnout. Work and Stress, 53, 205-216.
  69. Seifalian, M., & Derakhshan, A. (2018). The relationship between Iranian EFL teachers’ burnout and self-efficacy across English-related vs. non-English-related academic degrees. Int. J. Engl. Lang. Transl. Stud, 6, 99-110.
  70. Shirazizadeh, M., & Moradkhani, S. (2018). Minimizing burnout through reflection: The rocky road ahead of EFL teachers. Teaching English Language, 12(1), 135-154.
  71. Shoji, K., Lesnierowska, M., Smoktunowicz, E., Bock, J., Luszczynska, A., Benight, C. C., & Cieslak, R. (2015). What comes first, job burnout or secondary traumatic stress? Findings from two longitudinal studies from the US and Poland. PloS one, 10(8), e0136730.
  72. Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20, 775-790.
  73. Söderström, M., Jeding, K., Ekstedt, M., Perski, A., & Åkerstedt, T. (2012). Insufficient sleep predicts clinical burnout. Journal of occupational health psychology, 17(2), 175.
  74. Soelton, M., Noermijati, N., & Rohman, F. (2020). BURNOUTS DIDN'T HAPPEN IN INDIVIDUALS THAT HAVE A STRONG SELF EFFICACY. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(6), 4238-4251.
  75. Soviz, Y. E., & Chavooshi, Z. (2019). The impact of higher education on human development. In Proceedings of SOCIOINT 2019-6th International Conference on Education, Social Science and Humanities 24-26 June 2019.
  76. Sucuoğlu, B. ve Kuloğlu, N. (1996). Özürlü çocuklarla çalışan öğretmenlerde tükenmişliğin değerlendirilmesi. Türk Psikoloji Dergisi, 10 (36), 44-60.
  77. Tümkaya, S. (1996). Öğretmenlerdeki tükenmişlik, görülen psikolojik belirtiler ve başa çıkma davranışları. Yayınlanmamış doktora tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
  78. Unsworth, K. L., & Mason, C. M. (2012). Help yourself: The mechanisms through which a self-leadership intervention influences strain. Journal of Occupational Health Psychology, 17, 235–245. doi:10.1037/a0026857
  79. Ventura, M., Salanova, M., & Llorens, S. (2015). Professional self-efficacy as a predictor of burnout and engagement: The role of challenge and hindrance demands. The Journal of psychology, 149(3), 277-302.
  80. Voss Horrell, S. C., Holohan, D. R., Didion, L. M., & Vance, G. T. (2011). Treating traumatized OEF/OIF veterans: How does trauma treatment affect the clinician?. Professional Psychology: Research and Practice, 42(1), 79.
  81. Woolfolk, A., & Shaughnessy, M. F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational psychology review, 16(2), 153-176.
  82. Zhaleh, M., Sohrabi, N., Zangeneh, M. M., Zangeneh, A., Moradi, R., & Zhaleh, H. (2018). Chemical composition and antibacterial effects of essential oil of Rhus coriaria fruits in the west of Iran (Kermanshah). Journal of essential oil bearing plants, 21(2), 493-501.
آمار
تعداد مشاهده مقاله: 261
تعداد دریافت فایل اصل مقاله: 353


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب