This study aims to investigate the relationship between burnout and job satisfaction among teachers of Chinese Independent Secondary School (CISS) in Penang. The respondents consist of 175 teachers selected randomly from five CISS in Penang. Data from respondents was collected using a translated version of questionnaire consisting of 2 parts, Maslach Burnout Inventory - Educators Survey (MBI - ES) and Job Satisfaction Survey (JSS). The results show that the level of teacher burnout dimension of emotional exhaustion, and personal accomplishment are moderate. Whereas the burnout dimension of depersonalization was at low level. Overall, the level of job satisfaction amongst CISS teachers is at the moderate level. While the level of each dimension of job satisfaction indicates a moderate level such as salary, promotion, supervision, fringe benefits, contingent rewards, operating procedures, co-workers, nature of work, and communication. It shows there is a negative significant relationship between burnout and job satisfaction. The study suggests that school administrators should fully exploit how to avoid burnout at workplace in order to increase teachers’ job satisfaction and performance.
| Published in | International Journal of Elementary Education (Volume 5, Issue 5) |
| DOI | 10.11648/j.ijeedu.20160505.11 |
| Page(s) | 47-50 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Burnout, Job Satisfaction, Chinese Independent Secondary Schools (CISS)
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APA Style
Ooi Phaik Wei, Abdul Ghani Kanesan Abdullah. (2016). Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School. International Journal of Elementary Education, 5(5), 47-50. https://doi.org/10.11648/j.ijeedu.20160505.11
ACS Style
Ooi Phaik Wei; Abdul Ghani Kanesan Abdullah. Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School. Int. J. Elem. Educ. 2016, 5(5), 47-50. doi: 10.11648/j.ijeedu.20160505.11
AMA Style
Ooi Phaik Wei, Abdul Ghani Kanesan Abdullah. Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School. Int J Elem Educ. 2016;5(5):47-50. doi: 10.11648/j.ijeedu.20160505.11
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Download@article{10.11648/j.ijeedu.20160505.11,
author = {Ooi Phaik Wei and Abdul Ghani Kanesan Abdullah},
title = {Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School},
journal = {International Journal of Elementary Education},
volume = {5},
number = {5},
pages = {47-50},
doi = {10.11648/j.ijeedu.20160505.11},
url = {https://doi.org/10.11648/j.ijeedu.20160505.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20160505.11},
abstract = {This study aims to investigate the relationship between burnout and job satisfaction among teachers of Chinese Independent Secondary School (CISS) in Penang. The respondents consist of 175 teachers selected randomly from five CISS in Penang. Data from respondents was collected using a translated version of questionnaire consisting of 2 parts, Maslach Burnout Inventory - Educators Survey (MBI - ES) and Job Satisfaction Survey (JSS). The results show that the level of teacher burnout dimension of emotional exhaustion, and personal accomplishment are moderate. Whereas the burnout dimension of depersonalization was at low level. Overall, the level of job satisfaction amongst CISS teachers is at the moderate level. While the level of each dimension of job satisfaction indicates a moderate level such as salary, promotion, supervision, fringe benefits, contingent rewards, operating procedures, co-workers, nature of work, and communication. It shows there is a negative significant relationship between burnout and job satisfaction. The study suggests that school administrators should fully exploit how to avoid burnout at workplace in order to increase teachers’ job satisfaction and performance.},
year = {2016}
}
TY - JOUR T1 - Burnout and Job Satisfaction Among Teachers in Chinese Independent Secondary School AU - Ooi Phaik Wei AU - Abdul Ghani Kanesan Abdullah Y1 - 2016/10/10 PY - 2016 N1 - https://doi.org/10.11648/j.ijeedu.20160505.11 DO - 10.11648/j.ijeedu.20160505.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 47 EP - 50 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20160505.11 AB - This study aims to investigate the relationship between burnout and job satisfaction among teachers of Chinese Independent Secondary School (CISS) in Penang. The respondents consist of 175 teachers selected randomly from five CISS in Penang. Data from respondents was collected using a translated version of questionnaire consisting of 2 parts, Maslach Burnout Inventory - Educators Survey (MBI - ES) and Job Satisfaction Survey (JSS). The results show that the level of teacher burnout dimension of emotional exhaustion, and personal accomplishment are moderate. Whereas the burnout dimension of depersonalization was at low level. Overall, the level of job satisfaction amongst CISS teachers is at the moderate level. While the level of each dimension of job satisfaction indicates a moderate level such as salary, promotion, supervision, fringe benefits, contingent rewards, operating procedures, co-workers, nature of work, and communication. It shows there is a negative significant relationship between burnout and job satisfaction. The study suggests that school administrators should fully exploit how to avoid burnout at workplace in order to increase teachers’ job satisfaction and performance. VL - 5 IS - 5 ER -
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