عوامل مؤثر بر فرسودگی شغلی در میان معلمان شهر کابل

افضلی, نصیر احمد; فضل فیضی, سهیلا; یوسفی, فوزیه; هنرمندی, بتول

doi:10.22034/jgk.2024.397945.1120

عوامل مؤثر بر فرسودگی شغلی در میان معلمان شهر کابل

نوع مقاله : مقاله پژوهشی

نویسندگان

نصیر احمد افضلی ¹

سهیلا فضل فیضی ²

فوزیه یوسفی ³

بتول هنرمندی ⁴

¹ استاد یار دانشگاه تعلیم و تربیه کابل

² استاد دانشگاه تعلیم و تربیه کابل

³ استادیار گروه تاریخ، دانشگاه تعلیم و تربیه کابل، کابل، افغانستان

⁴ کارشناسی ارشد جامعه شناسی دانشکاه آزاد واحد گناباد

10.22034/jgk.2024.397945.1120

چکیده

نظام آموزش و پرورش افغانستان با چالش‌های جدی مواجه است و این چالش‌ها، به‌بحران‌های دوام‌دار در این کشور کمک کرده است. یکی از این چالش‌ها، فرسودگی شغلی در میان معلمان این کشور تلقی می‌شود. بنابرین، هدف اصلی پژوهش حاضر سنجش فرسودگی شغلی و عوامل موثر بر آن در میان معلمان شهر کابل است. این پژوهش به‌لحاظ هدف و نتایج کابردی بوده که با روش پیمایشی و با رویکرد توصیفی- تبیینی اجراء شده است. جامعه‌آماری پژوهش معلمان شهر کابل بوده که برای ۳۸۴ نفر آنها پرسشنامه فرسودگی شغلی ماسلاچ و پرسشنامه‌های محقق‌ساخته با روش نمونه‌گیری خوشه‌ای سه‌مرحله‌ای توزیع شده است. یافته‌ها نشان داد که، نمره فرسودگی شغلی این معلمان بالاتر از حد متوسط است و متغیرهای زمینه‌ای چون سن، سال‌های خدمت، درجه تحصیل وضعیت مسکن با فرسودگی شغلی ارتباط معنادار داشته است ولی، بعدخانوار و وضعیت تأهل تفاوت معناداری را با فرسودگی شغلی نشان نداده است. بخش دیگر از نتایج نیز نشان داد که اعتماد سازمانی، خوش‌بینی سازمانی و منزلت اجتماعی این معلمان با فرسودگی آنها شغلی ارتباط منفی و معنادار داشته، اما ادراک نابرابری در محیط شغلی با فرسودگی شغلی ارتباط مثبت و معنادار داشته است. نتایج آزمون رگرسیونی نیز نشان داد که متغیرهای اصلی در حدود ۳۴ درصد از تغییرات در دامنه فرسودگی شغلی این معلمان را تبیین می‌کند. نتیجه‌گیری کلی پژوهش حاضر این است که معلمان در شهر کابل در وضعیت فرسودگی شغلی قرار گرفته اند و نیاز است که برای بهبود وضعیت تعلیم و تربیت به این قشر سازنده جامعه توجه گردد.

کلیدواژه‌ها

فرسودگی شغلی معلمان

نابرابری

خوش‌بینی واعتماد سازمانی

منزلت اجتماعی

شهر کابل

20.1001.1.22516131.1403.15.54.5.8

موضوعات

جغرافیای تاریخی، فرهنگ، اجتماع، تاریخ و تمدن خراسان بزرگ

عنوان مقاله English

Factors affecting job burnout among teachers in Kabul

نویسندگان English

Naseer ahmad Afzali ¹

sohaillah fazelfaizi ²

Fawzia Yousufi ³

bootol honarmandi ⁴

¹ Assistant professor at Kabul University of Educational

² Professor at Educational and Training University of Kabul

³ Assistant professor of history department, Kabul Education University, Kabul, Afghanistan

⁴ Master of Sociology, Azad University, Gonabad branch

چکیده English

The main goal of the current research is to measure job burnout and factors affecting it among teachers in Kabul. This research was applied in terms of its purpose and results, which was carried out with a survey method and a descriptive-explanatory approach. The statistical population of the study was the teachers of Kabul city, for which 384 of them were given Maslach Burnout Inventory and researcher-made questionnaires with the three-stage cluster sampling method. The findings showed that the job burnout score of these teachers is higher than the average, and background variables such as age, years of service, education level, housing status had a significant relationship with job burnout, but family background and marital status did not show a significant difference with job burnout. Another part of the results also showed that organizational trust, organizational optimism and social dignity of these teachers had a negative and significant relationship with their job burnout, but the perception of inequality in the work environment had a positive and significant relationship with job burnout. The results of the regression test also showed that the main variables explain about 34% of the changes in the job burnout range of these teachers. The general conclusion of the current research is that teachers in Kabul are in a state of job burnout and it is necessary to pay attention to this group of society in order to improve the education situation.

کلیدواژه‌ها English

teacher burnout

inequality. organizational optimism

&‌

trust

social dignity

Kabul city

Brunzell, T., Stokes, H., & Waters, L. (2018). Why Do You Work with Struggling Students? Teacher Perceptions of Meaningful Work in Trauma-Impacted Classrooms. Australian journal of teacher education, 43(2), 116-142. org/10.14221/ajte.2018v43n2.7.
Coen, Bors. (2012). An introduction to sociology. Translation: Gholam Abbas Tavasli; and the other. Tehran, Iran: Simia Publications. (In Persian)
Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: a theoretical review. Human resources for health, 18, 1-17. DOI:1186/s12960-020-00469-9.
De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo‐Malmivaara, L., & Chiacchio, C. D. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing. Psychology in the Schools, 54(5), 472- 486. DOI:1002/pits.22013.
Fitchett, P. G., McCarthy, C. J., Lambert, R. G., Eyal, M., Playfair, E. C., & Dillard, J. B. (2021). Examining teacher stress-vulnerability in the US secondary school context. Educational Review, 73(2), 170-193. DOI:1080/00131911.2019.1619521.
Firozi, S. M., Zare Shahabadi, A., & Emamalizadeh, H. (2022). Analyzing the Contexts and Foundations of the Erosion of Social Hope in Afghanistan. Journal of Political Socology of Islamic World, 10(21), 349-374. DOI:10.22070/iws.2023.17407.2282. (In Persian with English abstract).
Firozi, S. M., Yousufi, F., Afzali, N. A., & Basharat Rahamani,, M. B. (2023). Socio-cultural Contexts of Order and Security in Afghanistan. The Fundamental and Applied Studies of the Islamic World, 5(1), 105-128. DOI:10.2203/FASIW.2023.344251.1159. (In Persian with English abstract).
Gould and Kolb. (2005). Culture of human sciences, translation: Zahedi, Mohammad Javad, Tehran: maziar. (In Persian).
Hajhosseini, M., Naghsh, Z., & Moradbeygi, M. (2020). The Relationship between Social Status of the Teacher and the Student's Academic Self-Efficacy the Mediating Role of the Class Target Structure. Educational Psychology, 16(57), 21-42. DOI: 10.22jep.2021.22702.1839 (in Persian with English abstract).
Harolds, J. A., Parikh, J. R., Bluth, E. I., Dutton, S. C., & Recht, M. P. (2016). Burnout of radiologists: frequency, risk factors, and remedies: a report of the ACR Commission on Human Resources. Journal of the American College of Radiology, 13(4), 411-416. DOI:1016/j.jacr.2015.11.003.
Hornsby, B. W., Naylor, G., & Bess, F. H. (2016). A taxonomy of fatigue concepts and their relation to hearing loss. Ear and hearing, 37, 136S-144S. DOI:1097/AUD.0000000000000289.
Howard, A. R. H., Parris, S., Hall, J. S., Call, C. D., Razuri, E. B., Purvis, K. B., & Cross, D. R. (2015). An examination of the relationships between professional quality of life, adverse childhood experiences, resilience, and work environment in a sample of human service providers. Children and Youth Services Review, 57, 141-148. DOI:1016/j.childyouth.2015.08.003.
Jahangiri, A., & Elmi, M. (2015). Social factors related to improving the social status of high school teachers in Meshkinshahr from teachers’ own points of view. Sociological studies, 8(28), 7-23 DOI:1080/09720073.2015.11891865 . (in Persian with English abstract).
Kazarian, S. S., & Martin, R. A. (2004). Humor styles, personality, and well‐being among Lebanese university students. European Journal of Personality, 18(3), 209-219. DOI:1002/per.505
Kim, B., Jee, S., Lee, J., An, S., & Lee, S. M. (2018). Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health, 34(1), 127-134. DOI:1002/smi.2771
Latifi Z, Shafie L, Soltanizadeh M. (2021). The effectiveness of self-healing training on job burnout, quality of life, and emotional flexibility in Isfahan's social emergency personnel. EBNESINA, 23 (2), 36-47. Retrieved from: http://ebnesina.ajaums.ac.ir/article-1-972-fa.html.
Lavee, E., & Strier, R. (2018). Social workers' emotional labour with families in poverty: Neoliberal fatigue? Child & Family Social Work, 23(3), 504-512. DOI:1111/cfs.12443.
Loera, B., Converso, D., & Viotti, S. (2014). Evaluating the psychometric properties of the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) among Italian nurses: how many factors must a researcher consider, Plos One, 9(12), e114987. DOI:1371/journal.pone.0114987.
Meyer, J. P., Stanley, D. J., Herscovitch, L., & Topolnytsky, L. (2002). Affective, continuance, and normative commitment to the organization: A meta-analysis of antecedents, correlates, and consequences. Journal of Vocational Behavior, 61(1), 20-52. DOI:1006/jvbe.2001.1842.
Muto, S., Muto, T., Seo, A., Yoshida, T., Taoda, K., & Watanabe, M. (2007). Job stressors and job stress among teachers engaged in nursing activity. Industrial Health, 45(1), 44-48. DOI:2486/indhealth.45.44.
Ong, M. F., Soh, K. L., Saimon, R., Myint, W. W., Pawi, S., & Saidi, H. I. (2023). Falls risk screening tools intended to reduce fall risk among independent community‐dwelling older adults: A systematic review. International journal of nursing practice, 29(4).
Ozyilmaz, A., Erdogan, B. and Karaeminogullari, A. (2018) Trust in organization as a moderator of the relationship between self‐efficacy and workplace outcomes: A social cognitive theory‐based examination. Journal of Occupational and Organizational Psychology, 91(1), 181-204. DOI:1111/joop.12189.
Parker, P. D., Martin, A. J., Colmar, S., & Liem, G. A. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513. DOI:1016/j.tate.2012.01.001.
Räsänen, K., Pietarinen, J., Soini, T., Väisänen, P., & Pyhältö, K. (2022). Experienced risk of burnout among teachers with persistent turnover intentions. Teacher Development, 1-21.
Roloff, J., Kirstges, J., Grund, S., & Klusmann, U. (2022). How Strongly Is Personality Associated with Burnout Among Teachers? A Meta-analysis. Educational Psychology Review, 1-38. org/10.3390/ijerph16183388.
Rüzgar, N. (2018). The Effect of the Perceptıon of Employees About Theır Managers' Humor Styles on Job Satısfactıon. Archives of Business Research, 6(4), 52-62. DOI:14738/abr.64.4399.
Sadeghi Alavije, F., Shaemi Barzoki, A., & Teimouri, H. (2020). Determining the Impact of Organizational Trust on Organizational Learning with the Mediating Role of Organizational Inertia the Case of Department of Natural Resources and Watershed Management of Isfahan Province. Strategic Research on Social Problems in Iran, 9(2), 1-30.

DOI: 10. 22108.srspi.2020.122741.1547 (in Persian with English abstract).

Samra, R. (2018). Brief history of burnout. British medical journal, 363. DOI: 10.1136/bmj. k5268.
Shabani B. G., Shokri, M. & Khodabande L. V. (2016). Determining the Relationship between Organizational Happiness and Job Burnout in the Staff of Sport and Youth Offices of Hamedan Province, New Trends in Sport Management, 4(14), 95-105 .URL: http://ntsmj.issma.ir/article-1-810-fa.html
TAN, C. (2022). The Effect of Teachers' Stress Perceptions on Burnout. International Online Journal of Educational Sciences, 14(1). DOI: 10.15345/iojes.2022.01.002.
Tikkanen, L., Haverinen, K., Pyhältö, K., Pietarinen, J., & Soini, T. (2022). Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories. DOI:3389/feduc.2022.858896.
Tsang, K. K., Wang, G., & Bai, H. (2022). Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis. Sustainability, 14(4), 2047. DOI:3390/su14042047.
Wang, R., Chan, DKS, Goh, YW, Penfold, M., Harper, T., & Weltewitz, T. (2018). Humor and workplace stress: a longitudinal comparison between Australian and Chinese employees. Asia Pacific Journal of Human Resources, 56(2), 175-195. DOI:1111/1744-7941.12157.
Yang, C., Chan, M. K., Lin, X., & Chen, C. (2022). Teacher victimization and teacher burnout: multilevel moderating role of school climate in a large-scale survey study. Journal of school violence, 1-16. DOI:1080/15388220.2022.2041023.
Zanganeh, n. (2012). Investigating the social status of teachers in Bezineh-Roud region of Zanjan province from the perspective of male and female high school students in the academic year 2011-2012. Master's thesis in Political Science, Payam Noor University, Qazvin branch. (In Persian).
Zare Shahabadi, A., & Firozi, S. M. (2022). The Effective Social Factors of Tendency to Drugs among the Youth of Kabul City. Ferdowsi University of Mashhad Journal of Social Sciences, 19(1), 134-109. DOI: 10.22067/social.2022.73167.1096. (In Persian with English abstract).
Zare Shahabadi, A, Firozi, S. M. & Torkashvand Moradabadi M. (2023), Mapping Social Happiness in Kabul: A Case Study of Educated People between 15 and 40 Years Old, Afghanistan, 6(2), 208-221. DOI:3366/afg.2023.0114.