International Journal of Academic Research in Progressive Education and Development

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Volume 6, Issue 1 (January, 2017)

Abstract

The present study aimed to investigate the relationship between personality traits and job burnout among high school teachers. To this end, 205 high school teachers were randomly selected through multi-stage sampling in Kashan, Iran. The data collection instruments included NEO Five-Factor Inventory–Form S (NEO-FFI-S), Maslach Burnout Inventory (MBI), and Hill Perfectionism Questionnaire. Pearson Correlation and Stepwise Multiple Regression were run in SPSS-22 to analyze the data. The results indicated that job burnout has a direct relationship with neuroticism and an inverse relationship with extroversion, agreeableness, openness, and conscientiousness. In addition, there is a statistically significant relationship between negative perfectionism and job burnout. Also, neuroticism, as the best predictor, as well as conscientiousness, negative perfectionism, and agreeableness could explain 27% of job burnout variance among teachers. Therefore, these traits could predict job burnout and, in turn, be good indices for job satisfaction. However, those with higher negative perfectionism are prone to experience more job burnout because of self-skepticism and self-criticism. Hence, more attention should be paid to the roles of these traits in teachers’ job burnout.

Keywords

Personality Traits, Idealism, Job Burnout, High School Teachers

Full Text :PDF DOI: 10.6007/IJARPED/v6-i1/2576
Abstract

This research attempts to record the views of principals and teachers regarding the principals of schools of the Secondary Education Directorate in Athens, Greece. Furthermore, it investigates how they administrate the educational units in order to highlight the features that distinguish the manager from the leader. Additionally, it underlines the need for teachers’ training on issues in leadership and management, to improve efficacy in the educational unit. The research was conducted via anonymous questionnaire in 121 participants. The conclusions strengthened the inclusion of the management functions in the educational process. They also stressed the lack of principals – leaders and demonstrated the inability of schools to appreciate training courses and to innovate.

Keywords

Management, Leadership, Educational Management, Effectiveness

Full Text :PDF DOI: 10.6007/IJARPED/v6-i1/2586