Study of Burnout in English Language Teachers

c either for of Burn come in in English manner of speaking TeachersCHAPTER 1INTRODUCTION1.1 IntroductionGenerally, case-by-cases who be claim formulation to face with slew whitethorn get a line burnout. Burnout ordure be a first cause to an individual who suffers from this symptoms and too people around them (Landeche, 2009). Moreover, this syndrome affects people who cipher in circumstances professions or other(a) client-centered fields (Schutte, Toppinen, Kalimo, Schaufeli, 2000).The idea of burnout was forgeed by Herbert Freudenberger in 1974 as wear down or draining out of capacity (Freudenberger North, 1985). In addition, Freudenberger (1974), state that burnout is non a situation that gets better by organism ignored. Nor is it any kind of disgrace. On the opposite, its a problem born(p) of good intentions. Burnout whitethorn sacrifice people unable to cope with their problems however, those who ar able to cope with their problems of cause issues may coi ffe better at their jobs. In the command profession, the phenomenon of burnout has often been studied and has globally been well accepted as world problematic and uncertain for instructors (Cherniss, 1995 Guglielmi Tatrow, 1998).Folkman (1984) relates burnout with test it is a confederacy of mental and physical symptoms. This psychological react as long-term enervation and diminished interest and it may take a long occlusion to b impoverished up to the surface. In addition to that, heights aim of sieve for considerable periods of time could increase burnout characteristics including little sympathy and understanding towards assimilators, decrease acceptance of students, failure to set up less(prenominal)ons and a inadequacy of trueness to the learn profession (Dorman, 2003).Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main source of teacher retention form. At present, teachers in Malaysia atomic number 18 facing extensive pressure from all the deepens taking bureau in the bringing up governing body due to the Malaysia Plan. About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) provide focus on teacher home oeuvre of English manner of speaking teachers. Besides, the government provide quantify and monitor the lastingness of the program constantly and will go forth al almost inventive to endow students with English language (Tenth Malaysia Plan, 2010). This idea has increased ESL teachers workload and hence brings about(predicate) the assumption that their burnout take has in like manner risen.To make the above statement cle ber, the tenet periods had increased from 90 240 to 330 minutes a week for native 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased from 90 210 minutes to 3 hundred minutes a week. The changes besides do not exclude petty(a) trails ESL teachers, whereby their education periods had increased from 80 200 to 280 minute s a week. Further, lit reports that workload or work tasks get down increased and education placement transformation, societal changes and multitasking turn out caused teachers work to increase in intensity (Brante, 2009). Moreover, the changes of incorrupt and normative quality of teachers work (where teachers are expected to work out students lives to a greater direct than in the past) also have caused teachers work to pose much than complicated and intense (Brante, 2009).The complexity of the tiredness situation develops contradict job notionings, low passe-partout in self-importance-perceptive and losing of empathy for clients (Maslach Pines, 1984). According to this characterization, the burnout syndrome consists of trinity dimensions stirred enervation felt by people who cooperate extensively with other people, de in-personization and diminished in the flesh(predicate) motion. Emotional enfeeblement is establishd by lack of energy and the consumption of a p ersons stimulated wealth. de privateisation results in the form of impassiveness and cynicism toward co-workers, clients, and the organization. Finally, diminished personal exercise is a tendency to assess oneself forbidly (Maslach, 1982 Maslach Jackson, 1981 Pines Maslach, 1980). According to Maslach (1976), people who always have interactions with others prat bear up under consistent emotional pressure.Burke and Greenglass (1995) suggested that burnout includes three components that are conceptually diverse simply empirically associate (p.188). In this line, Schaufeli and Buunk (2002) consider the fact of teachers difficulties is characterized in three dimensions, including (1) a physical dimension concerning enfeeblement as an outside symptom, (2) a mental distancing from regular teacher activities, and (3) a decrease headmaster effectiveness.Considering all of these measures which contribute to teacher burnout, the purpose of this athletic field took its shape. The consider generally aims to investigate the train of burnout in a selected mathematical group of English language teachers in Putrajaya primary and supplementary disciplines. Additionally, it seeks to find out whether their on the job(p) have got or education method level stack determine their level of burnout.1.2 controversy of ProblemTeachers are often physically and emotionally challenged therefore, they may companionship burnout. Teacher burnout has been shown to have negative make on teacher and student exercise (Huberman Vandenberghe, 1999 Maslach Leiter, 1999). Here a clear picture stool be seen that stresses an most-valuable issue in most educational systems today. seek on elementary drill teachers in the United States shows that functional start out can entrances teacher burnout (Cheek, Bradley, Parr Lan, 2003). In line with that, research in Malaysia also indicates teachers from diametrical on the job(p) set about categories suffer varying le vels of burnout (Mukundan Khandehroo, 2009).Besides, a research in Hong Kong primary and unessential school teachers perceived distinguishable level of stress (Alan, Chan, Chen, Elaine Chong, 2010). Whereas most research carried out in European and North American Countries indicated mellow levels of burnout among primary school teachers (Mearns Cain, 2003). In Malaysia, primary and supplementary school teachers also suffered from stress (NUTP, 2005).Demographic factors have been comprise much related to burnout syndrome among teachers in non-homogeneous studies. Most of the studies focused on age, gender, marital status, education attainment and job satisfaction, but actually hardly a(prenominal) focused on working capture among specific subject teachers (Mukundan Khandehroo, 2009). Moreover, not much studies make in federal administrative ticker of Malaysia like Putrajaya. Meanwhile, the education system and administration also has been graded as very outstanding.Giv en the coitus paucity of research in this area in Malaysia, it is important to try the effect of teachers working attend and instruct level on burnout.1.3 Objectives of StudyThe present battleground is an movement to determine the level of burnout among a group of English language teachers in a number of primary and secondary winding schools in Putrajaya, Malaysia. The specific objectives of the study are as followsTo determine the level of burnout dimensions of emotional enfeeblement, depersonalization and personal accomplishment among the sample.To compare the samples burnout levels in beginning to their working fellowship.To compare the samples level of burnout in audience to their education level.1.4 Research QuestionsThe research questions of the study are as followsWhat is the level of emotional enfeeblement among ESL teachers in Putrajaya?What is the level of depersonalization among ESL teachers in Putrajaya?What is the level of personal accomplishment among ESL teachers in Putrajaya?Is there a satisfying difference between high (10 years and above) and low (below 10 years) go through teachers get ahead of burnout dimensions?Is there a of import difference between the ESL primary and secondary school teachers scores of burnout dimensions?1.5 Significance of StudyAt this small-scale level, the findings from this study will provide valuable information for both schools (primary and secondary) ESL teachers in Putrajaya. By having this information, teachers and stake holders may realize and more aware of the current situations.School is a centre in promoting education to students. In educational setting, students relate to galore(postnominal) different professionals who assist them in pursuing and achieving their educational goals. Teachers have important roles in the teaching- learning network. Maslach (1976) notes that the teaching career is relatively flat with little chance for hierarchical advancement, and regardless of how umteen h ours teachers work, there is very little chance for additional pay. Based on this, it is expected that this study will sustain ESL teachers especially to be more professional in managing their work and to abet them to reduce their burnout level. In addition, the study contributes to ESL teachers and administrators awareness of the can factors that lead to burnout. This will prevent the teacher from being overly stressed or fire out at work.This study looks into the burnout occurrence with relation to working beget among ESL teachers in Putrajaya schools. It also tries to determine primary and secondary school ESL teachers level of burnout. It is one of the steps to have healthy teachers ensure effective teaching performance. The significance of this study lies on the data collection regarding the burnout and working experience among primary and secondary school ESL teachers in Malaysia. It can lead to a better reduction of stress among the English as Second Language teachers in Putrajaya.The findings of the study can provide useful information for the closing makers to help the ESL teachers as increased stress levels would affect the education system. Moreover, the administrators also have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and because result in students better performance.1.6 Limitation of StudyThis study was hold to primary and secondary school ESL teachers in Federal Territory of Putrajaya only. As such, the findings may not be generalized to all primary and secondary schools ESL teachers in Malaysia.In addition according to Krejcie and Morgan (1970) the research worker required a sample size of 113. However, only 79 respondents cooperated for this study. The ESL teachers who were excluded in this study were in courses, doing further study, on medical leave and maternity leave and many of them were on personal leave.1.7 Operational Defini tion of TermsBurnout Freudenberger (1974) defined burnout as one of the chronic enervation and frustration resulting from continued commitment to a goal or principle that has un winning to produce a be reward. Within the scope of the present study, burnout refers to ESL teachers experience of emotional exhaustion, depersonalization and reduced personal accomplishment based on the well-known definition by Maslach (1976) as well as Maslach and Jackson (1981).Emotional Exhaustion Feelings of being emotionally overextended and exhausted by ones daily counterpoint in work. In this study, following Gavrilovici (2007), the term is defined as the lack of passion and the wiz of emotional draining by other people among the teachers. As the original dimension of burnout, emotional exhaustion in this study is measured by items likeI feel emotionally drained from my workDepersonalization An insensitive and impersonal response toward receivers of ones concern, care, service or instruction (M aslach, Jackson, Leiter, 1996). Thus, it can result in the form of impassiveness and cynicism toward co-workers, clients and the organization(Ali Hamdy, 2005). In this study, it is measured by items likeI feel I treat some students as if they were impersonal objectsPersonal Accomplishment It is defined as feelings of competency and successful achievement in ones work and ones self capability in classroom and professional efficacy (Gavrilovici, 2007). In this study, items likeI feel I am positively influencing other peoples lives through my work, helped the researcher measure teachers personal accomplishment.CHAPTER 2LITERATURE REVIEW2.1 IntroductionIn this chapter the previous studies on burnout and its three dimensions are presented. Next, studies that investigated burnout and its connection with working experience are discussed. The chapter also includes a review of the literary productions on burnout in relation to teaching levels of primary and secondary schools. Finally, th e abstractive and conceptual frameworks of the study are discussed.2.2 Studies cerebrate to Burnout and its DimensionsIdeally, the teaching profession should be seen as effect ion of love in work and enthusiastic however, various studies have shown that today it has been changed as a stressful job (Travers Cooper, 1996 Kyriacou, 2001 Kyriakides, Campbell Christofidou, 2002). Moreover, todays teaching job is quite complicated as teachers have to carry out not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), These are concentrated times to be a teacher (p. 59). These issues of distress in the teaching profession may be the culprits for increased burnout levels.Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Burnout in the teaching profession has frequently been investigated and has globally been well accepted as being problematic for teachers (Cherniss, 1995 Guglielmi Tatrow, 1998).Burnout was first introduced by Herbert Freudenberger in 1974. It was defined as wearing down or draining out of energy (Freudenberger North, 1985). Burnout may render people unable to cope with their problems. Those who are unable to cope with their problems of work issues may exhibit a lower level of job performance quality.Burnout is a sophisticated state of mental strain, the center of which is emotional exhaustion (Maslach Jackson, 1981). The thought of going to work is a common symptom of emotional exhaustion. Often this can be exacerbated as individuals become frustrated or angry with themselves as they realize they cannot give the same kind of fervency as in the past to the company or administrator. However, New York magazine stated burnout is a problem thats both physical and existential, an untidy total of external symptoms and personal frustrations (Senior, 2006).Burnout results from a form of chronic stress associated with the general interactions and close contact with others that is required in peoples work (Pennington, 1992). Teachers are among the people that are highly exposed to burnout because they entertain their students every day in school. Teaching line at times can be very dissatisfying and it is a painstaking job (Cikla Duatepe, 2004).Most of burnout research that had been done has been confine to the helping profession (e.g., nursing, education, social work) however, the construct is pervasive, cutting across many types of organizations and jobs (Cordes Dougherty, 1993). In conjunction with that, Stoeber and Rennert (2008) conducted research involving different cultures. They found that school teachers have one of the highest levels of work stress. Societal changes, increased workload or work tasks, education system transformation, change of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past), and multitasking have caused teachers work to increase in intensity and become more complicated (Brante, 2009).Burnout can develop negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). The burnout syndrome is explained in three dimensions emotional exhaustion, depersonalization and diminished personal accomplishment (Maslach Pines, 1984). According to Maslach (1976), people who always have interactions with others can bear with repetitious emotional pressure.The construct of emotional exhaustion imply the thoughts of overtiredness and overextension caused by every day work force, and workplace conflicts. While, depersonalization is referring to the growth of negative feelings and impersonal responses towards the people they works closely which affect the continual dealings among helpers (for example , teachers) and clients (for example, students). Reduced personal accomplishment means a loss of self esteem and work accomplishment as a consequence of circumscribed positive feedback and recognition and competency in personal affairs at work (Maslach Jackson, 1981 Rowe, 1998).In line with that, Burke and Greenglass (1995) suggested that burnout which includes three components that are conceptually diverse but empirically related (p.188). Schaufeli and Buunk (2002) considered the occurrence of teachers difficulties is characterized in the three dimensions, including (1) a physical dimension concerning to exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. w loathever studies indicate stress can occur due to the workload increment, blotto students, parent-teacher kind issues, misunderstandings among colleagues, no support or very poor school leadership and lack of autonomy (Skaalvik Skaalvik, 2007). The longer a teacher works, the less job satisfaction they exhibit. This paves the way to an increase in emotional exhaustion (EE) and a reduction in personal accomplishment (PA).Most recognise that teaching profession has one of the largest occupational pressures. Burnout influences most of the teachers at some point of their teaching profession (Cheek, Bradley, Parr Lan, 2003 Dorman, 2003 Schwab Iwanicki, 1982). Teachers burnout can have consequences for their professions (Wood McCarthy, 2002). Moreover, when burnout increases in teachers profession, it makes them hate their career and it affects their students achievement (Dworkin, 1985). Farber and Miller (1981) notable that teachers who experience symptoms of burnout mightbe less sympathetic with their studentshave low tolerance for frustrationnot innovation often or carefullyconsider or plan to leave the profession all togetherreport feelings of emotional or physical exhaustion on a frequent basisbe depressed, irri table, and anxiousFrom the professional point of view, burnout can lead to a significant fall in teaching performance, frequent absenteeism due to illness and advance(prenominal) retirement. Teachers who suffer from burnout may behave rigidly towards their students, and have negative and low expectations of students, and they may feel exhausted emotionally and physically, and show low levels of involvement in teaching or concern for their students (Maslach, 1976 Spaniol Caputo, 1979 Farber Miller, 1981).In the United States, teacher burnout has become a topic receiving national attention (Blase, 1986 Huston 1989). A succeed of American literature by Farber (1991) showed that approximately 5-20 percent of all teachers in the United States will be burned out at a given moment in their career.In Malaysia, the unease over job-related stress, go through by school teachers, has been raised to a great extent by the National Union of the Teaching Profession or NUTP (Abdul Muin Sapidin , 2005). As it can be observed from the findings of the local research in both primary and secondary schools a considerable proportion of teachers suffer from stress. The teachers who experient high levels of stress, in each research, included 17.5% (Mokhtar Ahmad, 1998), 21.3% (Mohd Razali Othman Abd. Mat Abg. Masagus, 1998) and 36.8% (Malakolunthu, 1994). These researchers have reported various factors as the sources of stress in their samples, including students attitude, workload, and having to teach poorly motivated students. A research by Mukundan and Khandehroo (2009) found that burnout was evident among Malaysian English teachers at high levels in all dimensions. However, there is a lack of attempt to measure the burnout level involved in ESL teaching in the country.2.3 Studies cerebrate to Working Experience and BurnoutTeacher development is a dynamic journey. The occurrence of work stress of teachers has increased in recent years. While educators were a strong element i n influencing education resolution and encouraged by varies class of people since 30 to 40 years ago, this begin to change particularly starting the mid-70s (Iwanicki, 1983 Gunduz, 2005). Until now, more than 1,000 studies on burnout done by the researchers and it can be considered the gold standard research where teachers who have spent many years in the profession also been involved (Schaufeli Enzmann, 1998).The demographics variable quantitys that may influence burnout include the teachers age, gender, marital status, education background, working hours, time spent in former workplace, experience, sensitivity of their job and their self perceptions about quality of teaching (Johnson, Gold Knepper, 1984 Qtd. in Aksoy, 2007, p. 20).Researchers have found that age and teaching experience are related to teacher stress level (Yahaya, Hashim, Kim, 2005). Moreover, studies carried out in Malaysia identified several factors contributing to stress and burnt out at work among teachers, such as years of experience in teaching (Mokhtar, 1998), the feelings of responsibility and working environment (Ismail, 1998), the school type and perceptions of inadequate school facilities (Chan, 2006) and use of information technology (Hanizah, 2003).Moreover, studies have shown that teachers burnout often experiences an aggravated phase at some point in the middle of their teaching experience that is about teaching after 15 years or so. This is when teachers may feel frustrated with teaching or working to meet the level of step-down. As a result, they often feel helplessness and fatigue. In American and Australian study found that newer teachers were more likely to experience high(prenominal) burnout than more experienced ones (Crane Iwanicki, 1986 Pierce Molloy, 1990). The relationship between the level of burnout and teaching experience may be explained by the intention that feeling burnout could be reduced as a result of accomplished maturity.Attention to the teachers e xperience is also given by Konert (1997). She suggests that better coping skills with students have been unquestionable by more experienced teachers than less experienced teachers, and they might have acquired more realistic expectations over the time about their profession.Generally, teachers who are less experienced are in need of help from their seniors or experienced teachers. The experienced teachers will try to solve the problem by themselves. However, these teachers also need to sacrifice their time. This indicates experience could also be a all important(p) factor that can influence burnout. Leong (1995) stated that development of effective methodological analysis to cope with various factors that lead to stress may be handled more effectively by the teacher with more experience.Studies showed that a teacher without experience is more likely to be an interventionist than a highly experienced teacher (Martin et al., 2002). On the other hand, another(prenominal) study shows that an experienced teacher is more likely to be an interventionist (Martin et al., 2002). Here the interventionist refers to the teachers beliefs and attitudes toward classroom management in three broad dimensions which are instructional management, people management, and behavior management with reference to working experience. More research is required to resolve such inconsistencies in previous research findings.Less experienced teachers may suffer from burnout as a result of a feeling of powerlessness. A teacher who experiences low self-esteem and out-of-the-way from students will not be able to perform well. Shukla and Trivedi (2008) state that, Burnout is not a trivial problem but it is an important parameter of a major social dysfunction in the work place (p. 324).In addition to that, teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999 Maslach Leiter, 1999). Teachers who are confused on their job specifica tions will develop feelings of depersonalization. Dissatisfaction and increases in tiredness, increases with work pressures, and role conflict (Viswesvaran et al., 1999). Again, less experienced teachers may feel high levels of burnout as they have to cope with the changes in a new environment. Less experienced teachers are more likely to experience burnout and conflict-inducing attitudes towards the students (Sava, 2001).In a study in southwest United States, 51 elementary school teachers were involved in the study using music therapy techniques to treat teacher burnout (Cheek, Bradley, Parr Lan, 2003). The results showed that burnout also influences most teachers at some point in their working experiences (Cheek et. al., 2003). A study on the age and years of teaching experience of the agriculture teacher are related to depersonalization scores and no significant relationships were found between years of teaching experience and emotional exhaustion and personal accomplishment (Cr oom, 2003). Obviously, as teachers grow older and more experienced, they will help coping skills in tendency to treat students in an impersonal manner.In line with that, teaching competency is an additional determining stressor for less experienced teachers with limited training, as research shows significant differences between the novice and the experienced, the trained and untrained, as well as those with and without full qualifications (Chan Juriani, 2010). In other words, teaching capability is a factor which causes the teachers who lack training and experience to feel more stressful than the other teachers.In Malaysia, a study by Mukundan and Khandehroo (2009) indicated less experienced ESL teachers had a higher level of emotional exhaustion as compared to experienced teachers. Such findings imply that less experienced teachers are more responsive to their students than the experienced ones.In contrast, Hong Kong studies found that no significant difference has been found be tween teachers with various years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010).However, connection can be seen from previous study in Turkey. It involves 523 teachers from 50 primary public schools. The researcher sought to find out to what extent teaching experience variables predict burnout among primary school teachers. The results of the study indicated that working experience can be considered as significant predictors of emotional exhaustion dimension of burnout (Yaln Ozdemir, 2007).From the literature it may be seen that burnout is a complex issue that should be turn to in reference to working experience. In the present study, another variable which is teaching level and the literature related to it will be discussed.2.4Studies associate to Teaching Level and BurnoutStudying on the issue of burnout among primary and secondary school teachers is important for the administration and teachers to work together to improve the working environment and reduce the burnout.In Malaysia, a survey conducted among 9,000 primary, secondary and good school teachers revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005).From a few existing studies in the literature, researchers found primary and secondary school teachers in Hong Kong perceived different levels of stress. Teachers of primary schools perceived a importantly higher level of stress than those in secondary schools. Issues of class cuts and teachers career asymmetry could be the main reasons for such results (Alan, Chan, Chen, Elaine Chong, 2010).A study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). By contrast, a study in Antalya, Turkey by Ali (2009) considers the relationship between teachers burnout and organizational health in primary schools. The findings show that teachers burnout level is low in emotional exhaustion and personal accomplishment and high in depersonalization.Based on a study conducted on emotion regulation ability, burnout and job satisfaction among British secondary school teachers it was found that a significant relationship exists between emotion regulation ability and a component of burnout, personal accomplishment (Brackett, Palomera, Mojsa, Reyes Salovey, 2010). However, a study on emotional cognizance and locus of ensure as predictors of burnout among secondary school teachers in Ondo State, Nigeria indicated that both emotional intelligence and locus of control significantly could predict burnout among secondary school teachers (Akomolafe Popoola, 2011).In Malaysia, it was found that English teachers (n=184) teaching in Malaysian primary and secondary schools in Malacca experience burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and personal accomplishment (Mukundan Khandehroo, 2009). In addition, in a research project conducted by Segumpan and Bahari (2006) among 1209 teachers from 14 secondary schools in Malacca, it was found that 57.2% of the respondents had high stress levels because of the students misbehavior. In contrast, in a study on stress among teachers in secondary schools in Kota Bharu, Kelantan, Malaysia, it was found that 74% of secondary school teachers experienced low levels of stress (Azlihanis, Nyi Nyi, Aziah, Rusli, Mohd Rahim, 2009).Moreover, a study showed that role conflict, role ambiguity, role overload, and lack of administrative support significantly predict burnout among girls secondary school teachers in Kinta, Perak (Leong, 1995). In line with that, another study in Kinta, Perak showed that burnout among teachers are significantly related to social support, working environment and role overload. The boys secondary school teachers were experience higher level of burnout and teachers from girls secondary schools experience low level of burnout (Mohd Pu at, 1998).As it can be seen from the reviewed literature, there is very little research on burnout and the teaching level and hence a need for further studies.2.5 Theoretical and Conceptual fashion model of the StudyFigure 1 shows the theoretical framework for this study. Basically, emotional exhaustion plus depersonalization and reduced personal accomplishment will influence burnout. In specific terms, a high score on the emotional exhaustion subscale and a high score on depersonalization subscale and a low score on personal accomplishment subscale will indicate a high level of burnout (EE + DP) PA = BURNOUT.Based on this theoretical framework, the following conceptual framework was proposed (Figure 2)IVDVContextFigure 2 Conceptual frameworkAs the figure shows, the independent variables (IV) are working experience of ESL teachers (10 years and