Predicting Teachers' Burnout Based on Tolerance of Ambiguity and Self-Compassion

The purpose of this study is to predict teachers' burnout based on their tolerance of ambiguity and self-compassion. This research is applied in terms of purpose and correlational in terms of method. The statistical population includes high school teachers in Shahrekord who were teaching in the academic year of 1399-1400. One hundred teachers were selected via random cluster sampling as the research sample. To collect data, burnout questionnaire (Maslach, 1981), self-compassion (Neff, 2003) and ambiguity tolerance questionnaire (McLean, 1993) were used. The content and face validity of all three questionnaires were confirmed by experts in the relevant field. Cronbach's alpha test was used to estimate the reliability of the instruments; The reliability of the questionnaires was calculated to be 0.70, 0.73 and 0.60, respectively. The results of multiple-regression (significance level of .05) showed that it is possible to predict the participants’ burnout based on the variables of tolerance of ambiguity and self-compassion. There is also a significant negative relationship between jobs burnout and the other variables (p <0.05). Therefore, the higher the compassion for oneself or tolerance of ambiguity, the lower the rate of burnout among the teachers. Based on the findings of this study, it is recommended that schools officials and counselors help to increase the level of tolerance of ambiguity and self-compassion as a way to reduce job burnout among teachers.