Examining the Influences of Areas of Work-life on Teachers’ Mental Health and Job Burnout
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Abstract
This study aimed to examine teachers’ areas of work-life, mental health and job burnout, and to investigate the influences of work-life areas on mental health and burnout symptoms. The participants consisted of 210 primary and secondary school teachers who voluntarily responded to the online questionnaire. The instruments for data collection included the Depression Anxiety Stress Scales – 21 (DASS–21), Areas of Work-life Survey (AWS), and Maslach Burnout Inventory – Educators Survey (MBI – ES). The statistics used to analyze the data included frequency, mean, standard deviation, Pearson correlation coefficient, and stepwise multiple regression analysis. The results showed that the mean scores of the six areas of work-life were ranging from average to high levels. For the mental health, the participants’ stress and depression were found to be at a normal level, whereas their anxiety was classified a mild level. The results of the job burnout indicated that the participants’ emotional exhaustion and depersonalization mean scores were at low level, while personal achievement mean score was at high level. The findings from the multiple regression analyses revealed that control and workload could predict stress about 19%, community and control anticipated anxiety about 17.5%, control and reward predicted depression about 25.4%, control, fairness, workload and values predicted emotional exhaustion about 34.2 %; community and values predicted depersonalization about 19.5%, and, lastly, community and control could predict efficacy about 23.4%. The findings of this study provide an insight into the roles of workplace factors on teachers’ mental well-being.
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