The Role of Teachers' Burnout (Emotional Exhaustion and Decreased Personal Accomplishment) and The Dimensions of Teacher-Student Interactions in Students' Happiness

The research aimed to study the role of teachers' Burnout (Emotional exhaustion and Decreased personal accomplishment) and the dimensions of teacher-student interactions in students' happiness. The statistical population of the study includes all Yazd teachers and students of elementary schools (sixth grade) in the 2018-2019 academic year. The sample group consisted of 50 teachers (25 men and 25 women) and 350 students (175 boys and 175 girls) selected by stratified random sampling method. The two components of emotional exhaustion and decreased personal accomplishment from the Maslach burnout inventory (1981) were completed by teachers and the students were asked to complete the teacher-student interaction questionnaires by Wabels et al. (1993) and the Oxford happiness questionnaire by Argyle and Lu (1991). Data were analyzed by independent T-test and stepwise multiple regression method. Generally, the results showed that the teachers with lower emotional exhaustion and decreased personal accomplishment have happier students. Among teacher-student interactions dimensions, negative predictors of students' happiness included Dissatisfied and Strict behavior variables, and positive predictors included Leadership and Helping/Friendly behavior.