The Role of Social Problem Solving Skills and Classroom Management in Predicting Job Burnout of High School Teachers in North Khorasan Province

The aim of this research was investigate the role of social problem solving skills and classroom management in predicting job burnout of high school teachers in North Khorasan province. The present study design was descriptive from type of cross-sectional. The study population was the first and second secondary schools teachers of the of North Khorasan province in the 2019-2020 academic years with number of 6762 people. The research sample based on Cochran's formula was estimated 372 people who were selected by multistep cluster sampling method. The research instruments were the questionnaires of D’Zurilla & et al social problem solving skills (2002), researcher-made classroom management and Maslach & Jackson job burnout (1981). Data were analyzed by Pearson correlation coefficient and multiple regression with enter model in SPSS software version 21. The results of Pearson correlation coefficients showed that social problem solving skills (r=-0/45) and classroom management (r=-0/37) had a negative and significant relationship with job burnout of high school teachers. Also, social problem solving skills and classroom management were able to predict 31% of their job burnout changes, which in this predicting the share of social problem solving skills was higher than classroom management (p < 0/05). The results of the present study showed the effective role of social problem solving skills and classroom management in predicting job burnout of high school teachers. As a result, planning is needed to reduce their job burnout by improving social problem solving skills and classroom management. Therefore, officials and specialists in the field of education can use the results of this research and similar research to design programs to reduce job burnout of teachers and using qualified and capable professors to implement them in the form of in-service courses.