Showing 2 results for Occupational Burnout
Mansour Ziaei, Hamed Yarmohammadi, Behzad Karamimatin, Soudabeh Yarmohammadi, Zeinab Nazari, Faramarz Gharagozlou,
Volume 2, Issue 2 (9-2014)
Abstract
Background: Nurses’ Burnout can lead to increasing absenteeism and also decreasing energy and quality of service that provided by them. The aim of this study was to determine the prevalence of occupational burnout and its related factors among nurses of a hospital in Kermanshah city in 2013.
Materials and Methods: In this cross-sectional and descriptive-analytical study 189 nurses were selected randomly. Data were collected by demographic questionnaire and Maslach Burnout Inventory (MBI). The gathered data were analyzed by Pearson, Independent T-test and ANOVA in statistical level of p≤0.05.
Results: Mean score of occupational burnout was 61.89. 39.2% nurses reported high emotional exhaustion, 37.6% high depersonalization and 73.5% of them had low personal accomplishment. There were statistical relationship between emotional exhaustion with employment status (p=0.015) and educational degree (p=0.041), between depersonalization with employment status (p=0.022) and working shift (p=0.023), and also between personal accomplishment with age (p=0.010), working experience (p=0.002) and shift working (p=0.045).
Conclusion: The level of nurses’ occupational burnout was average to high. The causes may be high workload, unsafe and boring work environment and high stress. It can be increased the commitment, positive sense to work and personal accomplishment can be reinforced by correct management of human resources including the determination of duties and strategies according to nurses’ ability, new approaches for encouragement and motivation as well as running stress management workshops.
Kiumars Azizmalayeri, Emad Sormei,
Volume 14, Issue 3 (10-2026)
Abstract
Background and Objective: Occupational burnout is one of the major psychosocial factors affecting teachers’ occupational health and may have substantial individual and organizational consequences. This study aimed to predict occupational burnout among elementary school teachers based on psychosocial factors related to parents’ interactions with schools.
Methods: This descriptive correlational study was conducted during the 2024–2025 academic year among elementary school teachers in Borujerd, Iran. The study sample consisted of 384 teachers, determined based on the Krejcie and Morgan table. Data were collected using a researcher-developed questionnaire assessing psychosocial factors associated with the role of parents in teachers’ occupational burnout and the Maslach and Jackson Burnout Inventory. Cronbach’s alpha coefficients for the two questionnaires were 0.87 and 0.84, respectively. The content and construct validity of the researcher-developed questionnaire were also confirmed at an acceptable level. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis.
Results: Significant relationships were found between teachers’ occupational burnout and parents’ unrealistic organizational expectations, parental cooperation in educational and pedagogical activities, parents’ awareness of educational and pedagogical responsibilities, and parents’ respect for teachers’ professional status. The regression model was statistically significant, and parents’ unrealistic organizational expectations were the strongest predictor of occupational burnout, with a standardized beta coefficient of 0.63.
Conclusion: Managing parental expectations, clarifying reciprocal responsibilities, and strengthening family–school communication and collaboration may contribute to creating a supportive psychosocial environment and reducing occupational burnout among teachers.
