The purpose of the present work was to evaluate burnout and economic hardship of\nprimary school teachers in the city of Arta, Epirus, during the school year 2017-2018.\nQuestionnaires (n=125) were collected from sixteen schools located in the city of Arta. The\nlevel of Burnout was estimated using a modified Greek version of the Maslach Burnout\nInventory and the level of economic hardship was estimated using the Barrera Economic\nHardship questionnaire. Teachers were grouped in three groups (Low, Medium and High)\naccording to their scores on emotional exhaustion, depersonalization and personal\naccomplishment. Work experience and age were related with different levels of emotional\nexhaustion. Teachers with age 31-40, had 10.9% increased presence in the group of highlevel\nemotional exhaustion. Teachers with 6-10 years of experience had 31.8% in the group\nof high-level emotional exhaustion. Significant correlations were observed between\nemotional exhaustion and depersonalisation (r=0.321, P<0.01); emotional exhaustion and\npersonal accomplishment (r=-0.42, P<0.01); depersonalization and personal\naccomplishment (r=-0.431, P<0.01); depersonalization and difficulty in meeting debt\nobligations (r=0.198, P<0.05); depersonalization and difficulty in buying commodities\n(r=0.206, P<0.05). The age group of teachers which exhibited a high level of emotional\nexhaustion is the group which faces a long teaching career until retirement. It is alarming to\nsee high levels of emotional exhaustion of this age group. Emotional exhaustion can reflect\nprofessional stress and be a precursor of depersonalisation. Further research and policies\nshould be employed to counteract any negative consequences of teachersâ?? prolonged\noccupational stress and economic hardship.
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