year 7, Issue 4 (Winter 2019)
Ann Appl Sport Sci 2019, 7(4): 52-60 |
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Sotirios Vousiopoulos * 
1, Olga Kouli2 , Thomas Kourtessis2 , Efstratia Tsitskari2 , Dimos Tsitskari3
1, Olga Kouli2 , Thomas Kourtessis2 , Efstratia Tsitskari2 , Dimos Tsitskari3
1- Department of Physical Education and Sport Sciences, Democritus University of Thrace, Komotini, Greece , svousiop@phyed.duth.gr
2- Department of Physical Education and Sport Sciences, Democritus University of Thrace, Komotini, Greece
3- School of English, Aristotle University of Thessaloniki, Thessaloniki, Greece
2- Department of Physical Education and Sport Sciences, Democritus University of Thrace, Komotini, Greece
3- School of English, Aristotle University of Thessaloniki, Thessaloniki, Greece
Abstract: (8746 Views)
Background. Job satisfaction has been an issue of intense study interest during the last decades. It could be defined a positive emotional state resulting from the appraisal of one’s job situation and is linked to the characteristics and demands of one’s work. Also that interest in the concept of job burnout has grown rapidly and the knowledge of burnout has increased considerably. Burnout is defined as a negative experience that is a reaction of people to jobrelated stress.
Objectives. The present study seeks to investigate the levels of job satisfaction and burnout in Teachers and Physical Education Teachers of Minority and Public Sector Schools, as well as their relation to demographic characteristics.
Methods. The Employee Satisfaction Inventory questionnaire, adapted for the Greek population, was employed to assess job satisfaction. For the measurement of burnout, Maslach Burnout Inventory questionnaire was used, which has also been validated for the Greek population. Questionnaires were picked up by 297 Primary School Teachers and by 142 Physical Education Teachers, who serve at 186 Minority Schools and 253 Public Schools of Thrace.
Results. The results of the study revealed a negative relation between job satisfaction and burnout; teachers experience relatively moderate burnout levels, their job satisfaction level is high. The results showed that Physical Education teachers experience higher job satisfaction and lower burnout than Primary school teachers. Finally, concerning school, the type of school affects satisfaction in relation to the factor “job conditions”.
Conclusion. For the first time, burnout and job satisfaction of teachers in minority schools was studied and the results revealed that when job satisfaction increases, the perceived burnout decreases, where job satisfaction and burnout presented medium to high negative correlation.
Objectives. The present study seeks to investigate the levels of job satisfaction and burnout in Teachers and Physical Education Teachers of Minority and Public Sector Schools, as well as their relation to demographic characteristics.
Methods. The Employee Satisfaction Inventory questionnaire, adapted for the Greek population, was employed to assess job satisfaction. For the measurement of burnout, Maslach Burnout Inventory questionnaire was used, which has also been validated for the Greek population. Questionnaires were picked up by 297 Primary School Teachers and by 142 Physical Education Teachers, who serve at 186 Minority Schools and 253 Public Schools of Thrace.
Results. The results of the study revealed a negative relation between job satisfaction and burnout; teachers experience relatively moderate burnout levels, their job satisfaction level is high. The results showed that Physical Education teachers experience higher job satisfaction and lower burnout than Primary school teachers. Finally, concerning school, the type of school affects satisfaction in relation to the factor “job conditions”.
Conclusion. For the first time, burnout and job satisfaction of teachers in minority schools was studied and the results revealed that when job satisfaction increases, the perceived burnout decreases, where job satisfaction and burnout presented medium to high negative correlation.
Keywords: Primary Education, Minority Schools, Physical EducationTeachers, Burnout, Job Satisfaction
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APPLICABLE REMARKS
APPLICABLE REMARKS
- The education policy for minority schools teachers should focus on the development of skills for various aspects of the educational process, due to the teacher’s multidimensional role.
- It is suggested that teachers working in minority schools should achieve their potential and develop considerable skills for classroom management.
- They need to be trained on how to react and how to deal with situations related to the social environment of the area of Thrace; they should develop skills for dealing with issues related to the student’s different mother tongue and religious beliefs and for cooperating with parents.
- Both teachers and PE teachers working in minority schools need to be trained on how to work in single-post and multi-post schools.
- Supporting teachers by providing them with feedback is considered as a necessary condition so as for the job stress to be decreased and the satisfaction to be increased.
- It is suggested that teachers working in minority schools should achieve their potential and develop considerable skills for classroom management.
- They need to be trained on how to react and how to deal with situations related to the social environment of the area of Thrace; they should develop skills for dealing with issues related to the student’s different mother tongue and religious beliefs and for cooperating with parents.
- Both teachers and PE teachers working in minority schools need to be trained on how to work in single-post and multi-post schools.
- Supporting teachers by providing them with feedback is considered as a necessary condition so as for the job stress to be decreased and the satisfaction to be increased.
Type of Study: Original Article |
Subject:
Sport Psychology and its Related Branches
Received: 2019/06/28 | Accepted: 2019/08/15
Received: 2019/06/28 | Accepted: 2019/08/15
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