Relationship Between Training and Development and Burnout Among Business Studies Teachers in Esan West, Edo State
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain the relationship between training and burnout among business studies teachers in Esan West, Edo state
- To ascertain the relationship between development and burnout among business studies teachers Esan West, Edo state
- To ascertain the effect of burnout among teachers
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Teacher Burnout
Teacher burnout has often been linked to years of overwork, which causes veteran teachers to feel exhausted and emotionally stressed (Brenninkmejer, Vanyperen, & Buunk, 2001). However, novice teachers are also prone to burnout, which means that burnout is not only restricted to veteran teachers but it can also develop in the first years of employment (Goddard & O’Brien, 2004). Beginning teachers more often have feelings of anxiety due to the fact that they are inexperienced in their fields (Chang, 2009). For example, if they constantly fail in classroom management and in coping with students’ disruptive behaviors, burnout may occur (Hong, 2010). In addition, overwork, dissatisfaction with the working position and not feeling to belong to the workplace are also important reasons which lead to high levels of burnout (Maslach, 2003). Fairness, the organizations’ values, role conflict and role ambiguity, lack of social support (Goddard & O’Brien, 2004), lack of support from supervisors (Grayson & Alvarez, 2008; Leiter & Maslach, 1988; Rinke, 2008; Skaalvik & Skaalvik, 2009), lack of feedback and praise, little participation in decision making, and lack of teacher autonomy (Maslach et al., 2001) are other reasons found behind burnout. Time pressure, fear of violence and poor opportunities for promotion (Brenninkmejer et al., 2001), salary (Rinke, 2008; Weiss, 1999), being aware of little professional prestige, holding the same position for a long time (Cano-Garcia et al., 2005), excessive paperwork, large schools with overcrowded classrooms, the lack of equipment, students’ behavioral problems, and isolation, and poor social relations (Hakanen, Bakker, & Schaufeli, 2006) are found as other burnout triggers, which indicate the close connection between work environment and burnout. That is, burnout, which was found to comprise three factors, namely exhaustion, cynicism, and inefficacy, is caused by a misfit between the work environment and the individual (Maslach, 2003; Maslach et al., 2001). In this sense, burnout is often a problem occurring in the job context, connected to working conditions and social relationships, which indicate the importance of successful organizational socialization to prevent burnout.
Studies on Teacher Burnout and Socialization
Despite the numerous studies on teacher burnout and teacher socialization separately, the literature comprising these topics in relation to each other is scarce. Although there are studies that deal with burnout and draw conclusions with regard to socialization or vice versa in fields other than teaching such as nursing (Taormina & Law, 2000), human services (Liang & Hsieh, 2008), and manufacturer workers (Gao, 2013), studies which directly combine teacher burnout and organizational socialization are almost non-existing, except for Lynn (2013). Lynn’s study examined how academic optimism, teacher socialization, and teacher cohesiveness were related to teacher burnout. A total of 98 elementary school teachers completed the Maslach Burnout Inventory – Educators Survey, the Teacher Academic Optimism Scale, Teacher Socialization Scale, and Teacher Cohesiveness Scale. The results showed that academic optimism and cohesiveness had a negative relationship with emotional exhaustion and depersonalization while they had a positive relationship with personal accomplishment. In contrast, socialization was reported not to have a significant relationship with the three burnout dimensions that are emotional exhaustion, depersonalization, and personal accomplishment which was contradictory to the findings of Liang and Hsieh (2008) who claimed that organizational socialization was related to these three dimensions of burnout for employees in people-oriented professions. Concerning particularly EFL teachers, burnout and organizational socialization were not broadly researched and not related to each other. Researchers either dealt mainly with burnout (Cephe, 2010; Öztürk, 2013; Unaldi et al., 2013) or socialization alone (Cantekin, 2013). Moreover, most existing studies have not considered the novice teachers under risk of burnout caused by the challenges of the beginning years and did not focus on levels of burnout from the commencement of the teaching career (Goddard & O’Brien, 2004). Given the scarcity of studies combining teachers’ organizational socialization and burnout, and their contradictory results, the current study aims at exploring EFL teachers’ organizational socialization in relation to burnout to shed further light on this area in the field. As burnout is likely to occur during the first years in one’s job as well (Goddard & O’Brien, 2004; Maslach & Jackson, 1981), this study also attempts to look at the burnout levels of novice teachers in relation to their socialization process. Furthermore, the current study is significant in that it provides information on the sources of burnout and the factors affecting organizational socialization in the beginning of the teaching career.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to relationship between training and development and burnout among business studies teachers in Esan West, Edo state
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information to relationship between training and development and burnout among business studies teachers in Esan West, Edo state. 200 staff of selected secondary schools in Esan West, Edo state Area was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Relationship between training and development and burnout among business studies teachers in Esan West, Edo state
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the Relationship between training and development and burnout among business studies teachers
Summary
This study was on Relationship between training and development and burnout among business studies teachers in Esan West, Edo state. Three objectives were raised which included: To ascertain the relationship between training and burnout among business studies teachers in Esan West, Edo state, to ascertain the relationship between development and burnout among business studies teachers Esan West, Edo state and to ascertain the effect of burnout among teachers. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary school in Esan West, Edo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals, vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Teacher professional development is a vital concept in our era of school reform and school change. This study offers new insights into the relationships between teachers’ views on professional development and professional burnout. The results showed that teachers’ attitudes towards professional development were slightly negatively related with depersonalization. In addition, the study revealed that teachers’ attitudes towards professional development were positively related with personal accomplishment. In other words, teachers have positive attitudes towards professional development if they see a relationship between their accomplishment and professional development initiatives. Besides, they have negative attitudes toward professional development if they feel themselves burned out.
Recommendation
The results urge that policy makers and/or school administrators should take necessary actions to prevent teachers from burnout in order to cope with the demands of changing schools and provide effective strategies to create improving schools.
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