A SURVEY OF THE RELATIONSHIP BETWEEN ORGANIZATIONAL HEALTH OF SCHOOLS AND TEACHERS’ BURN OUT IN SECONDARY SCHOOLS (MAHABAD 2007-2008)

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AZIZI MOQADDAM A.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: DANESHVAR RAFTAR Year:2009 | Volume:16 | Issue:36 (SPECIAL EDITION EDUCATION 12) Page(s): 1-22

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Information Journal Paper

Title

A SURVEY OF THE RELATIONSHIP BETWEEN ORGANIZATIONAL HEALTH OF SCHOOLS AND TEACHERS’ BURN OUT IN SECONDARY SCHOOLS (MAHABAD 2007-2008)

Author(s)

AZIZI MOQADDAM A. | Issue Writer Certificate

Keywords

ORGANIZATIONAL HEALTH OF SCHOOLSQ3

INSTITUTIONAL INTEGRATIONQ3

PRINCIPAL INFLUENCEQ3

CONSIDERATIONQ3

INITIATING STRUCTUREQ3

RESOURCE SUPPORTQ3

MORALEQ2

ACADEMIC EMPHASISQ3

BURNOUTQ2

Abstract

The main purpose of this study was to investigate the relationship between teachers’ BURNOUT and organizational health in secondary schools of Mahabad. The dependent variable was BURNOUT which comprised of three elements; (a) exhaustion (b) de-personalization; (c) unaccomplishment. The independent variable was organizational health including seven dimensions of INSTITUTIONAL INTEGRATION, PRINCIPAL INFLUENCE, CONSIDERATION, INITIATING STRUCTURE, RESOURCE SUPPORT, moral and ACADEMIC EMPHASIS. The correlations were computed for the data obtained by two questionnaires: (a) Maslach BURNOUT Inventory (MBI) (b) Organizational Health Inventory (O.H.I).The research instruments were administered to 170 teachers, however, only 165 questionnaires were returned and utilized for analysis. To analyze the data, inferential statistics (Pearson’s correlation coefficient, Independent-Sample T-Test, One way ANOVA, LSD Test) were used. The results showed that there is a significant relationship between ORGANIZATIONAL HEALTH OF SCHOOLS and teacher’s BURNOUT (r=-0.34, p<0.01). Moreover, there is a significant relationship between different dimensions of organizational health (institutional integration, CONSIDERATION, INITIATING STRUCTURE, RESOURCE SUPPORT, moral and ACADEMIC EMPHASIS) and teacher’s BURNOUT (p<0.01). However, there is no significant relationship between the “principal influence” and teacher’s BURNOUT (p>0.05).

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