جستجوی مقالات مرتبط با کلیدواژه « خستگی عاطفی » در نشریات گروه « علوم تربیتی »

This research was conducted with the aim of investigating the relationship between job insecurity and transformational leadership behavior with the mediation of emotional exhaustion and the moderation of mindfulness. The statistical population of the research was the employees and managers of Payam Noor University. According to the size of the population, using Cochran's formula and simple random sampling method, 104 people were selected as the sample size. To collect data, Neisy job security Questionnaire (2000), Maslach Exhaustion Questionnaire (1986), Brown and Ryan's Mindfulness Scale (2003) and Bass and Avolio Transformational Leadership Questionnaire (2000) were used. The validity of the questionnaire was verified by experts and reliability was measured using Cronbach's alpha coefficient. Cronbach's alpha of job security, emotional exhaustion, transformational leadership, and mindfulness were reported as 0.922, 0.828, 0.972, and 0.928, respectively. For data analysis, descriptive (frequency and percentage) and inferential (Kolmogorov-Smirnov and structural equation method with partial least squares approach) were used through Amos software. The results of the research showed that there is a significant relationship between job insecurity of leaders and emotional exhaustion, and it also showed that emotional exhaustion mediates the relationship between job insecurity and transformational leadership; In addition, the results showed that mindfulness moderates the relationship between job insecurity and emotional exhaustion.

 Organizations need creative and innovative employees to meet the challenges of their environment in order to survive and stay competitive. In the meantime, various factors affect the employees' creativity, including Machiavellian leadership and emotional exhaustion.

The purpose of this study was to investigate the mediating role of emotional exhaustion in the relationship between Machiavellian leadership and employees' creativity at Lorestan University.Research

The present descriptive-exploratory research is applied in terms of purpose and is based on the deductive research and positivism paradigm in term of philosophy. The statistical population of the study was 440 employees of Lorestan University. Based on Morgan's table, a sample of 205 people was selected by stratified random sampling. In order to measure the variables of the research, the (Dahling et al’s, 2009) Machiavellian leadership Questionnaire, (Wang et al’s, 2013), creativity Questionnaire and the (Maslach & Jackson’s , 1981) emotional exhaustion Questionnaire were used and Their reliability was confirmed by Cronbach's alpha. For data analysis, structural equations modeling and PLS software have been used.

Findings show that Machiavellian leadership has a negative and significant relationship with employees' creativity and a positive and significant relationship with emotional exhaustion, emotional exhaustion has a negative and significant relationship with employees' creativity, also Machiavellian leadership has a significant negative relationship with employees' creativity through emotional exhaustion.

The overall results of the study show that Machiavelli leaders by increasing their personal interests over organizational interests and using tools as employees to achieve their goals increase employee stress and emotional fatigue, which in turn reduces employees' creativity.

The aim of this study was to investigate the mediating role of emotional exhaustion in the relationship between performance management and teacher performance.

This research is applied in terms of purpose, descriptive in research method and correlational type and the statistical population of this research consists of school teachers in Bavanat city, whose number is equal to 400 people. To select the sample size using the Cochran's formula, a sample of 200 people was selected through stratified random sampling proportionate to volume. The standard questionnaire of Van Waeyenberg et al. (2020) was used to measure emotional exhaustion, teacher performance and performance management. The internal consistency of the questionnaire was assessed through Cronbach's alpha coefficient and its composite reliability and its validity via construct and content validity. The research hypotheses were analyzed using structural equation modeling technique.

The results showed that performance management has a positive and significant effect on teacher performance and a significant negative effect on emotional exhaustion. The results also showed that emotional exhaustion plays a mediating role in the relationship between performance management and teacher performance. So when teachers are emotionally committed to school and education, they work harder and perform better.

The purpose of this study was to job burnout's structural analyse in teachers based on professional development and participatory Management of school in Tabriz education districts.This research is a descriptive-correlational based on structural equations model study considering the relationship between professional development variable with job burnout variable as well as mediated by participatory management. Also, this research is a cross-sectional study with a wide range of researches. The statistical population of the study consisted of all girls' secondary school teachers in Tabriz's educational districts, who spent between 1 and 10 years of their service. The number of teachers in the lower 10 years background is 126. The sampling method in this study was relative stratified random according to area. The sample size is 100 people per community of 130 according to Morgan's table. The sample size was divided into 5 unequal classes divided into five districts and teachers. The following questionnaires were used for data collection:Professional Development QuestionnaireIn this study, a questionnaire was developed to measure the professional development of teachers using the Kentucky Professional Development Standards Questionnaire. The Kentucky State Standards for Professional Standards for Teacher Preparation and Certification has designed nine standards and has reviewed and revised them from 1 to 5 years. Different standards are used to measure each standard in separate batches, ranging from very low to very high five options. The Teachers' Professional Standards Development Questionnaire has 70 questions. The reliability of the questionnaire was evaluated by applying it on 30 teachers of the statistical society and Cronbach's alpha coefficient was 0.82. The validity of the questionnaire was confirmed and confirmed by content validity using twelve professors or educational groups.Burnout Questionnaire:This test is made by Maxwell, which is based on a new estimate of the phenomenon of stress, namely burnout. The questionnaire consists of three items that measure emotional exhaustion, deterioration, and lack of personal success in the context of professional activity, and are especially used to measure and prevent burnout in professional groups such as nurses, teachers, and others (Azizi et al., 2008). The items were scored on a 5-point Likert scale. When studying this scale by the subject, one expresses his / her feeling with regard to the options available. The questions (1, 2, 3, 6, 8, 13, 14, 16, 20) are related to the emotional exhaustion subscale. The questions (5, 10, 11, 15, 22) are also related to the de-personalization subscale (as well as the questions (4, 7, 9, 12, 17, 18, 19, 21). Individual success (individual performance). Questions (6, 8, 10, 11, 13, 14, 15, 16, 20, 22, 1, 2, 3, 5) This questionnaire is inversely rated for ratings and questions (4, 7, 9, 12, 17 , 18, 19, 21) are calculated directly. In a study conducted by Khaledi in Iran in 1996, the validity of the questionnaire was reported to be 0.91, and Badri, in 2000, the validity of the Maslach burnout questionnaire with emotional exhaustion (0.90); depersonalization of personality (0.79); Confirmed individual performance (0.71) (Saatchi & Asgarian, 2014). The reliability of the questionnaire in this study was estimated by 30 teachers for emotional exhaustion (0.79); depersonalization of personality (0.8); personal performance (0.78) and for the whole questionnaire (0.82). Is.Participatory Management QuestionnaireThe questionnaire consists of 40 items on a 5-point scale that assess the extent to which principals use a school-based participatory management style from the teachers' perspective. This questionnaire was designed and used by Fakali in 2016 and has a reliability of 0.89. The reliability of the questionnaire in the present study was estimated to be 0.84 with 30 teachers. Structural equation modeling with PLS software was used to analyze the data and test the research hypotheses.Also analysis of statistical data and design of structural equation model with PLS software showed:Job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling.Job burnout of teachers based on participatory management in girls' secondary schools in Tabriz education districts cannot be predicted using structural equation modeling.Participatory management is predictable based on the professional development of teachers recruited in girls' secondary schools in Tabriz by using structural equation modeling.The correlation matrix between variables indicates that there is a significant (0.73) positive relationship between professional development and participatory management. There is a significant inverse relationship between participatory management and professional development with job burnout and its components.The coefficient of explanation for burnout based on participatory management is not significant because the T value is less than 1.96 and the significance level is above 0.05. And other predictors of job burnout and its components based on professional development with T value higher than 1.96 and significance level less than 0.05 are significant. The coefficient of path of predicting burnout based on professional development in the studied teachers is 0.73 and this value is 0.737 in explaining teachers' participation in school management based on professional development.Findings showed that participatory management and job burnout of teachers based on professional development in girls' secondary schools in Tabriz education districts can be predicted using structural equation modeling.

The purpose of this study was to investigate the mediating role of self-esteem in the relationship between social support with emotional exhaustion and psychological well-being. The research method was descriptive-correlation with emphasis on structural equations. The statistical population of the study consisted of all nursing students of Islamic Azad University (Abadeh Branch) (n = 168). Cochran's formula was used to determine the sample size and 115 individuals were selected as the sample and selected by simple random method. Data were collected using four questionnaires of social support of Zimet et al. (1988), emotional exhaustion of Schaufeli et al (2002), psychological well-being of Ryff (1989) and self-esteem of Rosenberg (1965). Cronbach's alpha coefficients were 0.71, 0.98, 0.94 and 0.99, respectively. And their content was approved by experts. Data were analyzed by SPSS and PLS software. The results showed that social support and self-esteem had a positive and significant relationship, and self-esteem had a significant relationship with emotional exhaustion and social well-being. The mediating role of self-esteem in the relationship between social support with emotional exhaustion and psychological well-being was also confirmed.

The purpose of this study was to determine the effect of deep and surface emotional labor strategies on students' satisfaction with the mediating role of job satisfaction and emotional exhaustion The research method is descriptive - correlation survey . The statistical population of the present study is faculty members and students of Isfahan University. A total of 175 faculty members were selected using stratified sampling method and 361 students were selected using simple random sampling. The path coefficient calculations and model indicators were processed in Smart-PLS software so that the number of questionnaires collected and analyzed for a part of the model (faculty members) was 175 and for the other part (students) was 361 which after the collection And the answers were analyzed. The results of this study showed that emotional exhaustion has a mediator role between the surface strategies of emotional labor and job satisfaction, and emotional exhaustion has a mediating role between deep emotional labor strategies and job satisfaction, as well as job satisfaction between surface strategies as well as deep emotional labor strategies and Student Satisfaction has a mediating role. The results indicated that emotional exhaustion had an effect on job satisfaction and also the job satisfaction of faculty members affects students' satisfaction.

The purpose of this study was to predict emotional exhaustion based on the dimensions perfectionism and teachers, emotions.

The research method was correlation and the statistical population consisted of all elementary school teachers in Tehran during the academic year 1397-1396. The randomized cluster sampling method was selected randomly from regions 7, 2, 18, 5, and 10, and from each area 2 were girls' elementary schools and 2 boys and all elementary teachers who wanted to cooperate from each elementary school. The sample size was 225 (117 males and 108 females). The data were collected using Maslash et al. (2001) teachers, emotions of Chen teacher (2016) and Hill et al. (2004) perfectionism questionnaires.

The results showed from emotional dimensions of teachers, emotions, dimension happiness and love, with beta coefficient (-0/212) and (-0/201) predicted negative and significant emotional exhaustion. The dimensions of sadness, anger, and fear predicted positive and significant emotional exhaustion with beta coefficient (0.727), (0.414) and (0.159). Negative perfectionism with beta coefficient (0.186) predicted positive and significant emotional exhaustion. Positive perfectionism was able to negatively predict emotional exhaustion in elementary teachers, negatively and significantly with beta coefficient (-0/326).

Creating the ground for positive emotions in teachers as well as teaching methods for coping with negative perfectionism can decrease emotional exhaustion in elementary school teachers in Tehran.

Two major challenges that teachers face in learning how to adjust complex classroom situations, one is learning to adjust their emotional resources and the other is learning and paying attention to classroom management. Research has repeatedly identified classroom management knowledge as a major predictor of student learning. Emotional exhaustion of teachers is not only unpleasant for teachers, but has also been shown to affect teacher classroom behaviors and student learning (Voss, Wagner, Klusmann, Trautwein, and Kunter. 2017). Inability to effectively organize the classroom and emotional situations appear to be two major barriers to teacher effectiveness. Proper classroom management enables the teacher to create an active and productive classroom environment through effective emotional communication and effective classroom control and provide the conditions for student learning and change. But if teachers are unable to manage the classroom and adjust to its complexities, they will experience emotional stress and fatigue, Emotional fatigue is not only unpleasant for the classroom, but also emotionally unpleasant for the students. On the other hand, engaging in a creative activity and doing it for the enjoyment of teachers can be effective in improving teachers' emotional exhaustion and adjusting their emotional resources. So, purpose of this study is study the relationship between classroom management knowledge and emotional fatigue with moderating creativity. Summarizing research and theoretical foundations in the field under study, it is clear that effective classroom management can be reasonably associated with teachers' emotional exhaustion. Another point is that in most traditional views and definitions, classroom management is synonymous with discipline, and so unconscious teachers try to calm their class by applying punitive methods. Students almost always face stress and emotions themselves, the emotional exhaustion of teachers can also exacerbate this problem. Many researchers, including James (2015), argue that classroom discipline or classroom management is the biggest problem and the source of emotional exhaustion in a classroom teacher. Research Questions How is the current status of classroom management knowledge, creativity and emotional exhaustion of teachers? How is the relationship between classroom management knowledge and emotional exhaustion with the moderating role of creativity? Research method This research in terms of data collection was descriptive – survey and it was applicable in terms of purpose. Statistical population of this study included all secondary school teachers from savadkuh in the academic year of 2012-2013, which was 130 which 59 male teachers and 54 female teachers were selected by stratified random sampling method by using the Krejsi-Morgan table. The knowledge management skills questionaries' of Amin Yazdi and Ali (2008) were used in order to measure the research variables. Performing factor analysis for construct validity indicated that all items of the questionnaire were factor loaded. The validity of the Class Management Style Questionnaire was 0.70. Cronbach's alpha coefficient was used to determine the reliability of this questionnaire. The alpha coefficient was 0.78. The validity of Jang's questionnaire (2016) was confirmed by experts and the reliability of the questionnaire was reported using Cronbach's alpha coefficient of 0.97. Reliability of creativity questionnaire was reported using Cronbach's alpha coefficient of 0.92. Data analysis was performed by using Spss and SmartPLS software. The questionnaires were distributed among male and female teachers randomly. Finally, 111 questionnaires were collected and analyzed. One-sample t-test and structural equation modeling and partial least squares approach were used. Results and Findings The findings showed that there is a negative significant relationship between classroom management knowledge and teachers' emotional fatigue (-0.33); significant negative relationship between creativity and teachers' emotional fatigue (-0.47) and finally, the results indicated that creativity does not have moderator role in relation between management of classroom and emotional fatigue of teachers. Detailed findings of this study are as follows: First, there was a significant negative relationship between classroom management knowledge and teachers' emotional exhaustion. Second, creativity was negatively and significantly associated with teachers' emotional exhaustion. Third finding is that creativity has no moderating role in the relationship between classroom management knowledge and teachers' emotional exhaustion. The fourth finding is that teachers' classroom management knowledge is slightly above average and that teachers use more teaching management style for classroom management; the fifth finding is that the status of teachers 'emotional exhaustion is high and the sixth is that the status of teachers' creativity was slightly above average. Other results showed that teachers had little opportunity to make optimal use of classroom management knowledge and they only focus on making and controlling the training programs they have to offer, and that creates emotional fatigue for teachers. This finding is understandable given the centralized education system in the country where decisions are made from top to bottom at the national level. Based on research findings, teachers with higher classroom management knowledge experience less emotional exhaustion. This result suggests that increasing knowledge in educational management, individual management, and behavior management styles can lead to a decrease in teachers' emotional fatigue. Classroom management knowledge includes many of the teacher's tasks in providing students with resources, handling student attendance, optimizing rules, rules and procedures for group learning. The style of teaching management includes aspects of classroom environment monitoring, building daily curriculum activities, and allocating educational materials to students; therefore, it can be said that teaching and practicing effective classroom practice requires the use of these three styles of classroom management knowledge which can vary slightly depending on the amount of use among teachers.The results of the present study are consistent with the researches by Aloe, Amo, Shanahan. (2013); Tabatabaee, (2013), Voss et al. (2017), Ozdemir, (2007), Arens & Morin (2016), De Jong, Mainhard, Tartwijk, Veldman, Verloop, Wubbels. (2014), Grayson & Alvarez (2008) and Landeche (2009). According to these results, the greater their knowledge of classroom management, the better they can manage the classroom and accomplish their curriculum goals. Despite the limitations and in terms of research results, it is recommended by conducting courses and workshops at different annual intervals, educate teachers on new information and theories related to classroom management knowledge and creativity solutions

This study aimed to determine the effect of credible leadership experience bullying at work, emotional exhaustion and sustain outcomes (job satisfaction and turnover intentions) between teachers in junior schools was conducted city. In this regard, the research community consists of newly arrived teachers with less than 5 years of experience.There were 225 girls in girl's schools in Isfahan. The sample size, due to the limited availability of these teachers, was used in an accessible and non-randomized way; 180 of them were chosen as chain chains. In order to collect research data from questionnaires Alia Bushra (2012), bullying at work Aynarsn (2001), a Questionnaire emotional exhaustion Maslach and Jackson (1981), job satisfaction Scott et al. (2003) and leader of Authentic Olive (2007) was used. Data analysis was performed using correlation test, stepwise regression and structural modeling. The results showed that there is a direct relationship between authentic leadership experience bullying at work, emotional exhaustion with the turnover intentionº However,there is a negative and inverse relationship between job satisfaction and turnover intentions and emotional exhaustion with the job satisfaction. Structural relationship between authentic leadership experience bullying at work, emotional exhaustion and sustain outcomes (job satisfaction and turnover intention) From a favorable fit according to the degree of freedom indexes, Chi-Squero was fitted to fit.

The primary purpose of this study was to investigate job burnout among librarians employed in public libraries in Mazandaran province. The population of the study consisted of 133 librarians employed in Mazandaran’s public libraries. The research method was survey and the data were collected using Maslach & Jackson's Burnout Inventory (1981). The findings of the study indicated that the large number of the population have low emotional exhaustion with the mean of 6.82. The same status was also present regarding depersonalization index with the mean of 1.5. The research results also showed that two third of the population have rather high personal accomplishment with the mean index of 39.87. In testing the research hypotheses, attempts were exercised to consider both job burnout and its aspects in relation with any one of the dependent variables. The results also indicated that there was a statistically significant difference between male and female librarians regarding their job burnout. This was just significant at 0.05 in emotional exhaustion. In other words, male librarians were suffering from emotional exhaustion more than the female counterparts. Moreover, there was a statistically significant difference between married and single librarians regarding their job burnout. No meaningful difference was observed in job burnout indices of the librarians with different income level. Also, significant differences were found between the amounts of job burnout and their age level, education level, and employment length in libraries.

The main goal of this research was to investigate the impact of defense mechanisms in job depreciation, mental health, and control and prevention. The goal is also to find the difference in taking advantage of defense mechanisms (problem-centered and excitement-oriented) and teacher depreciation in the areas of “emotional tiredness”, ‘depersonalization’, and “lack of personal success” among Iranian and Indian teachers and the review of depreciation role in teachers’ mental health.The study method is of descriptive and correlational type. In order to evaluate the variables several questionnaire were used. These included The Maslach Burnout inventory by Maslach and Jackson (1981), Questionnaire on the ways of coping, by Lazarus and Folkman (1984), and the Symptom Check List (SCL 90-R) by Derogatis (1975). The sample consisted of 300 Iranian teachers in high schools in Tehran and 300 Indian teachers in high schools in Puna. They were selected by random sampling in relation with the mass of people in the society. The Pearson correlation test was utilized in order to analyze the data and specify the relation between research variables under study. This was done also to identify the relation between variables and analyze one-way and two-way analysis of variance.The results showed that 1) there is significant differences between male teachers and female teachers in the use of problem-focused and emotion-focused coping mechanisms. The male teachers had higher job burnout in the areas of emotional exhaustion and depersonalization compared to the female teachers. This was not true however in the area of loss of personal accomplishment. 2) There is significant difference among male and female teachers in using excitement-oriented defense mechanisms. The Iranian female teachers use more excitement-centered defense mechanisms compared to Iranian male teachers. This is while the Indian male instructors have more use of this method in comparison with the Indian female teachers. 3) There is significant difference in depreciation (emotional exhaustion and depersonalization) among female and male teachers and the male teachers possess more job depreciation (emotional exhaustion, depersonalization) compared to the female teachers. Nevertheless, there was no significant difference in job depreciation (lack of personal success) among female and male teachers. 4) There were significant positive correlation between job burnout variables and psychological health variables among the female and male teachers.There is negative correlation between the job burnout variable (loss of personal accomplishment) and some of the psychological heath variables among female and male teachers in Iran and India.