RELATIONSHIP BETWEEN BURNOUT AND JOB SATISFACTION AMONG THE TEACHERS IN ENGINEERING INSTITUTES

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1 International Journal of Mechanical Engineering and Technology (IJMET) Volume 9, Issue 1, January 2018, pp Article ID: IJMET_09_01_077 Available online at ISSN Print: and ISSN Online: IAEME Publication Scopus Indexed RELATIONSHIP BETWEEN BURNOUT AND JOB SATISFACTION AMONG THE TEACHERS IN ENGINEERING INSTITUTES Joshua Roy J Research Scholar, Karpagam Academy of Higher Education, Coimbatore Dr. Ashok Kumar M Director-School of Management Studies, Karpagam Academy of Higher Education, Coimbatore ABSTRACT A teacher has an important role in nurturing and developing students potential and help to build a future. However, a teacher today has an array of things to do apart from learning new things, keeping abreast with the changes around and acquire new age skills to cater to the demand. These demanding factors have raised concerns over the competence, well-being and their sense of satisfaction of being a teacher. This study investigates the relationship between the burn-out and job-satisfaction levels of teachers in engineering institutes. Data is collected from 131 full-time teachers at various engineering colleges present in major cities of Tamil Nadu, India. The KMO and Bartlett s test is done to check the adequacy of the data used in the analysis of the data collected. The collected data is analyzed through the factor analysis and mean score analysis to understand the levels of commitment among the teachers in various engineering institutes in Tamil Nadu. Recommendations are made based on the population data collected and analyzed, to improve the commitment levels of the teachers. Keywords: Burnout, Teaching, Satisfaction and Workload Cite this Article: Joshua Roy J and Dr. Ashok Kumar M, Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes, International Journal of Mechanical Engineering and Technology 9(1), pp INTRODUCTION Burnout due to stress is something that is visible to all of us. In regular day to day life, we come across numerous circumstances, some of them go about as a cause of motivation for us and some causes challenges. It is the human instinct to confront the difficulties strikingly or to escape from them. In the recent couple of years, the rate at which the teachers are getting editor@iaeme.com

2 Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes burnt out has gained a considerable amount of attention. In his research,reviews ofthe teacher stress and burnout. Kyriacou(1987) talked about the wide occurrence and concerns of stress in the teaching profession in developed and developing countries as widespread as the United States, Great Britain, Canada, Israel, and New Zealand. Increasing numbers of research articles, wide array of books, number of newspaper articles, has led to an assortment of approaches and a wide variety of thoughts resulting in negligible consensus amongst the researchers. As a result, teaching has become one among the high-pressure occupation amongst the traditional occupation. 2. LITERATURE REVIEW Burnout is a condition of emotional exhaustion, depersonalization and a feeling of low individual achievement that leads to decline in the effectiveness at work. It is a drawn out reaction to constant job related stressors and can be considered as a type of job stress. Burnout, a term initially coined by Freudenberger in 1974, characterized burnout as a condition of exhaustion and void of physical and mental power, a condition of being exhausted and he presumed that young social workers who were employed in handling substance abuse projects could get into depression in due course of a few years Freudenberger (1974). The widely used definition was given by Maslach (1993) as a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who work with other people in some capacity. As indicated by Maslach and Jackson (1981), there are three components to burnout: emotional exhaustion, depersonalization and reduced personal accomplishment. Emotional exhaustion is the feeling of fatigue and absence of interest or eagerness for work. Depersonalization is the emotional distancing from direct care clients that result in a callous and uncaring attitude toward others. Reduced personal accomplishment is the sense that nothing of value is being done at work by the person. Reduced professional efficacy correlates more strongly with the other two symptoms among burned-out than non-burned-out individuals (Mäkikangas et al, 2011). Burnout is an important problem in the working life because it has an influence on the organizational commitment,work performance, turnover, job satisfaction, service quality and stress related health problems. In general, burnout decreases performance, job satisfaction, work-place commitment and quality of service, and surges absenteeism, low self-esteem, and job turnover (Maslach& Jackson, 1984; Nowack et al., 1985; Schwab et al., 1986; Rocca & Kostanski, 2001; Ing-Chung et al., 2003; Marchiori & Henkin, 2004; Uskun et al., 2005Piko, 2006). Emotional exhaustion and depersonalization, the two main dimensions and are strongly associated with burnout (Bianchi et al, 2015). Job satisfaction though defined in many ways based on contexts, agrees to the fact that it is a multidimensional concept. A Locke (1976) state, job satisfaction is an emotional state as a result of an individual s job experience. Spector (1985) defines job satisfaction as an emotional affective response to a job or specific characteristic of a job. Wagner & Hollenbeck (1992) stated that job satisfaction is a gratifying feeling that results from the insight that one s job satisfies or allows for the satisfaction of one s important values derived from their job. To sum up, job satisfaction is employees like or dislike towards their work and the extent to which their expectations concerning work have been fulfilled. Researchers have categorized job satisfaction into two types: general satisfaction and specific satisfaction. General satisfaction is the overall satisfaction, has been defined as an overall appraisal of a person s perception of his or her job. Specific satisfaction has been defined as an appraisal of various aspects of the job. Examples of these aspects include working conditions, monetary benefits, and relationships with co-workers and superiors, policies, and the nature of the job itself (Castillo and Cano, 2004; Petty et al., 2005).Almost all psychosocial factors were editor@iaeme.com

3 Joshua Roy J and Dr. Ashok Kumar M incrementally and more negatively reported through the insurrection spirit level of burnout, and so there were dissatisfaction with, sleep problems and lack of personal recovery (Inger Arvidsson et al, 2016). Statement of the Problem Teachers occupy an important role in the process of educating an individual and a nation. A teacher is the only source and a dependable media through which the process of knowledge transfer can happen seamlessly. For such a process to happen naturally without any hindrances, the teacher should be at their best in terms of their mental and physical health. A known fact that mental health bears a significant importance in the efficiency and satisfaction levels of an individual, Teachers do not fall an exception to these. The pace at which the education system is changing, has only created the circumstance that has increased the stress levels of the teachers but has not reduced any. Objectives of the study The aim of this study is 1. To explore the levels of burnout and job satisfaction among the faculty members. 2. To investigate the impact of burnout on job satisfaction among the faculty members. 3. To provide suggestion for decreasing the level of burnout and increasing in the level of job satisfaction among the faculty members. 3. METHODOLOGY Random sampling technique was used for the selection of the sample for the study. Standardized questionnaire by Maslach and Schwab for burnout and were used for the study. Limitations of the Study Teacher burnout is a national issue and could take years to get appropriate results, hence, study is limited to the faculty members in Engineering Colleges in Coimbatore, Erode and Salem District of Tamil Nadu only. Time period to respond was limited to 12 weeks. Due to the nature of the study and the questions there might be a personal bias by the respondent, who may assume that data can be shared with the higher authorities. 4. RESULTS AND DISCUSSION Table 1 KMO and Bartlett s Test Kaiser-Meyer-Olkin Measure of Sampling Adequacy..745 Approx. Chi-Square 4.673E3 Bartlett's Test of Sphericity Sig..000 The KMO test measures the adequacy of the sample. This KMO is an index used to examine the appropriateness of the Factor Analysis. From the above table, the sampling adequacy is.745, which indicates factor analysis is appropriate editor@iaeme.com

4 Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes Factors Table 1 Level of Opinion With Respect To Burnout Never A few times a year or less Once a month or less A few times a month Once a week Few times a week Every day # % # % # % # % # % # % # % Emotional Exhaustion (F1) I feel emotionally drained from my work I feel used up at the end of the workday I feel fatigued when I get up in the morning and have to face another day on the job Working with people all day is really a strain on me I feel burned out from my work I feel frustrated by my job I feel I m working too hard on my job Working with people directly puts too much stress on me I feel like I m at the end of my rope Involvement(F2) I feel similar to my students in many ways I feel personally involved with my recipients problem I feel uncomfortable about the way I have treated some students Personal Accomplishment(F3) I can easily understand how my students feel about things. I deal very effectively with the problems of my students. I feel I m positively influencing other people s lives through my work. I feel very energetic editor@iaeme.com

5 Joshua Roy J and Dr. Ashok Kumar M I can easily create a relaxed atmosphere with my students I feel exhilarated after working closely with my students I have accomplished many worthwhile things in this job. In my work, I deal with emotional problems very calmly. Deperonalization(F4) I feel I treat some students as if they were impersonal objects I ve become more callous toward people since I took this job. I worry that this job is hardening me emotionally I don t really care what happens to some students I feel recipient blame me for some of their problems Source: Data Collected using a scaled questionnaire # - number of respondents, % - percentage of respondents From the above table it is clear that teachers are burnt-out to the extent where they feel the students blame the teachers (48.6%) for their poor academic performances which leads the teachers not to care about what happens to the students in the due course of time. Both these issues have bearing on each-other, due to the fact that the students are dependent on the subject matter of the teacher and the teacher has the moral responsibility of educating the students who are dependent on them. Table 2 Level of Opinion With Respect To Job Satisfaction Factors Being able to keep busy all the time The chance to work alone on the job The chance to do different things from time to time The chance to be somebody in the community The way my boss handles his/her workers Very Dissatisfied Dissatisfied Neutral Satisfied Very Satisfied # % # % # % # % # % editor@iaeme.com

6 Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes The way my job provides for steady employment The chance to do things for other people The chance to tell people what to do The chance to do something that makes use of my abilities The way company policies are put into practice My pay and the amount of work I do The chances for advancement on this job The freedom to use my own judgment The chance to try my own methods of doing the job The working conditions The way my coworkers get along with each other The praise I get for doing a good job The feeling of accomplishment I get from the job The levels in the table indicate that, the faculty feel highly satisfied with the security of the job which provides the opportunity to help the other(students) in ways that are possible for them to help them with. A sense of being somebody in the society and the endless possibilities they get to try new things keep the faculty satisfied with their jobs. Table 3 Descriptive Mean of Burnout Factors * Mean Emotional Exhaustion F Involvement F Personal Accomplishment F Depersonalization F *- from Table 1 From the above table, the mean value of Emotional Exhaustion (.9771) is the minimum value of than the other sub scales of burnout and Depersonalization (1.8779) is the second minimum mean compared to other sub scales. Thus the faculty members are more burned out due to Emotional Exhaustion factors editor@iaeme.com

7 Joshua Roy J and Dr. Ashok Kumar M Table 4 Mean score of Burnout FACTORS MEAN RANK I feel emotionally drained from my work I feel used up at the end of the workday I feel fatigued when I get up in the morning and have to face another day on the job Working with people all day is really a strain on me I feel burned out from my work I feel frustrated by my job I feel I m working too hard on my job Working with people directly puts too much stress on me I feel like I m at the end of my rope I feel similar to my recipient in many ways I feel personally involved with my recipients problem I feel uncomfortable about the way I have treated some recipient I can easily understand how my students feel about things I deal very effectively with the problems of my students I feel I m positively influencing other people s lives through my work I feel very energetic I can easily create a relaxed atmosphere with my students I feel exhilarated after working closely with my students I have accomplished many worthwhile things in this job In my work, I deal with emotional problems very calmly I feel I treat some students as if they were impersonal object I ve become more callous toward people since I took this job I worry that this job is hardening me emotionally I don t really care what happens to some students I feel recipient blame me for some of their problems The analyses show that the primary source of burn-out is the fact that the kind of work they do frustrates the faculty and as a result they tend to treat the students as impersonal objects which has made them emotionally harder. Table 5 Mean score of job satisfaction FACTORS MEAN RANK Being able to keep busy all the time The chance to work alone on the job The chance to do different things from time to time The chance to be somebody in the community The way my boss handles his/her workers The way my job provides for steady employment The chance to do things for other people The chance to tell people what to do The chance to do something that makes use of my abilities The way policies are put into practice My pay and the amount of work I do editor@iaeme.com

8 Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes The chances for advancement on this job The freedom to use my own judgment The chance to try my own methods of doing the job The working conditions The way my co-workers get along with each other The praise I get for doing a good job The feeling of accomplishment I get from the job The mean scores of burn out clearly indicate a mismatch in the compensation and the amount of work they do when compared to others. Possibilities for career advancement, working conditions, policies and the way in which the colleagues get along with each other has an impact on their level of job satisfaction. Component Total Initial Eigenvalues % of Variance Table 6 Total Variance Explained Cumulative % Total Variance Explained Extraction Sums of Squared Loadings Total % of Variance Cumulative % editor@iaeme.com

9 Joshua Roy J and Dr. Ashok Kumar M values were extracted. The above table shows the important representation of the factor analysis as it defined by the percentage of variance by each component. Since only those components where Eigenvalues are more than 1 is considered. Thus 8 components are extracted through the principal component analysis From the above figure four components has been extracted through Screen plot editor@iaeme.com

10 Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes Table 7 Extracted Factors Factors Initial Extraction I feel frustrated by my job.(b) The chance to work alone on the job. (JS) The freedom to use my own judgment. (JS) I feel I treat some students as if they were impersonal object (B) I cannot understand how my students feel about things.(b) The way my co-workers get along with each other. (JS) I feel used up at the end of the workday (B) The chance to tell people what to do. (JS) The above table shows the communalities defined for each parameter based on the extracted factor. Therefore the communalities initial value should be 1 and the minimum acceptable value is 0.5. It is observed from the above table that all parameter are well defined by the extracted factor. 5. MEAN SCORE ANALYSIS FOR BURNOUT AND JOB SATISFACTION The mean score analysis for burnout indicates that the respondents who are ranked first they feel frustrated by their job (.7481) followed by working with people all day strains them (.9847), they feel burned out from their work (1.0382) The mean score analysis for job satisfaction indicates that the respondents who are ranked first is their pay and theamount of work they do (3.4198) followed by the chances for advancement on this job (3.4962), working conditions (3.6183), the chance to tell people what to do (3.7176) Burnout vs Job Satisfaction Correlation is used to find the relationship between Burnout and Job satisfaction. The factors that are positively correlated are they cannot understand how their students feel about things. Hence there is a relationship between job satisfaction and few factors of burnout. Other factors which are negatively correlated are they feel frustrated by their job, they feel that they treat some students as if they were impersonal object, they feel used up at the end of the workday. Hence there is no relationship between job satisfaction and the sub scales of burnout. Table 8 Job Satisfaction Vs Burnout Factors Pearson Correlation Result I feel frustrated by my job Negative correlation I feel I treat some students as if they were impersonal object Negative correlation I cannot understand how my students feel about things.112 Positive correlation I feel used up at the end of the workday Negative correlation From the above table it is clear that the correlating between Job satisfaction and few factor of burnout (they understand how students feel about things) is `positively correlated which means there is a relation between the above factor and the factors like they feel frustrated by their job, they feel that they treat some students as if they were impersonal object, they feel editor@iaeme.com

11 Joshua Roy J and Dr. Ashok Kumar M used up at the end of the workday are negatively correlated and there no relationship between the two scales. Correlating between job satisfaction and the sub scales of burnout, personal accomplishment scale is positively correlated. Hence there is a relation between the Job satisfaction and Burnout scales. Other factors like emotional exhaustion, depersonalization, and involvement are negatively correlated. Hence there is no relation between Job satisfaction and Burnout scales. 6. FINDINGS Opinion regarding Job satisfaction 33.6% of the respondents feel emotionally drained from their jobs a few times a year or less and 22.9% of the respondents feel that they are used up at the end of the day. 31.3% of the respondents feel burnt out from their work and 33.6 % of the respondents feel frustrated by their job. 48.1% of the respondents feel that they are at the end of rope and 25.2% of the respondents feel similar to the recipient in many ways in once a month or less. 21.4% of the respondents feel personally involved with their recipients problem once a month or less and 28.2% of the respondents feel uncomfortable about the way they have treated some recipient a few times a year or less. 45.8% of the respondents feel that they can easily understand how their students feel about things every day and 33.6% of the respondents feel they are positively influencing other people s lives through work every day. 47.3% of the respondents feel very energetic every day at work and 54.2% of the respondents easily create a relaxed atmosphere with their students every day. Opinion regarding Burnout 33.6% of the respondents feels emotionally drained from their job a few times a year or less and 22.9% of the respondents feel used up at the end of the day. 31.3% of the respondents feel burned out from their work and 33.6 % of the respondents feel frustrated by their job. 48.1% of the respondents feel that they are at the end of rope and 25.2% of the respondents feel similar to the recipient in many ways in once a month or less. 21.4% of the respondents feel personally involved with their recipients problem once a month or less and 28.2% of the respondents feel uncomfortable about the way they have treated some recipient a few times a year or less. 45.8% of the respondents feel that they can easily understand how their students feel about things every day and 33.6% of the respondents feel that they are positively influencing other people s lives through work every day. 7. SUGGESTIONS Faculty members are experiencing burnout (frustrated with their job) due to several responsibilities given to them in their work place. So the work should be equally distributed among the faculty members. Students and faculty member s relationship should be developed by regular mentoring and continuous interaction. The progress can be monitored by senior faculty members. Junior faculty members can be trained as to how to handle heterogeneous editor@iaeme.com

12 Relationship between Burnout and Job Satisfaction among the Teachers in Engineering Institutes group of students and guide them through their stay at college. Different and specific rewards/recognitions which could enhance faculty development in reducing burnout. Suggestions for future research Future research, determining the associations of burnout with other variables such as leadership, engagement, emotional etc., can be carried out. Extension of the present study may include a larger sample size, including different types of educational institutes (nursing, differently abled, medical) and a more demographically diverse sample. 8. CONCLUSION Job Satisfaction is necessary for higher dedication and commitment of teachers towards their responsibilities at their work place. Achieving a higher levels of job satisfaction from the teachers requires simple strategies to be adopted by the respective managements and the head of institutions. The teachers should be presented a variety of significant tasks since monotonous and routine work often leads to job dissatisfaction. Greater autonomy increases the satisfaction levels of the faculty members and there-by increasing their sense of responsibility, whereas lack of satisfaction results in teachers disowning their responsibilities. REFERENCES [1] Bianchi, I.S. Schonfeld, E. Laurent. Is burnout separable from depression in cluster analysis? A longitudinal study. Social Psychiatry and Psychiatric Epidemiology, 50 (2015), pp [2] Castillo, J. X. & Cano, J. (2004) Factors Explaining Job Satisfaction among Faculty. Journal of Agricultural Education, 45(3): [3] Freudenberger, N.J. (1974) Staff Burnout. Journal of Social Issues, 30: [4] Ing-Chung, H., Jason, C., &Hao-Chieh, L. (2003) The Role of Burnout in the Relationship Between Perceptions of Organizational Politics and Turnover Intentions. Public Personnel Management, 32(4): [5] Inger Arvidsson., Carita Håkansson., BjörnKarlson, Jonas Björk & Roger Persson Burnout among Swedish school teachers a cross-sectional analysis. BMC Public Heath, [6] Locke, E. A. (1976) The Nature and Causes of Job Satisfaction, In M. D. Dunnettee (Ed.), Handbook of Industrial and Organizational Psychology pp New York: Wiley & Sons. [7] Mäkikangas, A., Hätinen, M., Kinnunen, U., & Pekkonen, M. (2011). Longitudinal factorial invariance of the Maslach Burnout Inventory-General Survey (MBI-GS) among employees with job-related psychological health problems. Stress & Health, 27, [8] Marchiori, D. M. &Henkin, A. B. (2004) Organizational Commitment of a Health Profession Faculty: Dimensions, Correlates and Conditions. Medical Teacher, 26(4): pp [9] Maslach, C. (1993) Burnout: A Multidimensional Perspective, In W. B. Schaufeli, M. Maslach & T. Marek (Ed.), Professional Burnout: Recent Developments in Theory and Research pp Washington DC: Taylor & Francis. [10] Maslach, C. & Jackson, S.E. (1981) MBI Manual. Palo Alto, CA: Consulting Psychologists Press. [11] Nowack, K. M. & Hanson, A., & Gibbons, J. (1985) Factors Affecting Burnout & Job Performance in Resident Assistants. Journal of College Student Personnel, 26: [12] Petty, G. C., Brewer, E. W. & Brown, B. (2005) Job Satisfaction among Employees of a Youth Development Organization. Child & Youth Care Forum, 34(1): editor@iaeme.com

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