Evaluating the Relationship between Job Burnout and Empowerment of Female Teachers in Secondary Schools of the Education System in Shiraz City (District 2)

Abstract

The purpose of this research was to evaluate the relationship between job burnout and empowerment. The statistical population of this research was female teachers who work in secondary schools of District 2 in the Education system of Shiraz City in 2014-15 (1111 people). A sample of 189 people was selected by cluster sampling method using Krejcie and Morgan Table. This research has been done through a descriptive (surveying-correlational) method. Spreitzer Empowerment Questionnaire and Burnout Questionnaire of Maslach and Jackson have been used to collect data. In this way, empowerment and job burnout scales were confirmed through Cronbach's alpha coefficient with the reliability of 0.78 and 0.86, respectively. Pearson correlation coefficient and multiple regression were used to analyze the data. The results are as follows: There is a significant negative relationship between empowerment and burnout. There is a significant negative relationship between empowerment and emotional exhaustion, between empowerment and depersonalization, and between empowerment and reduced personal accomplishment, autonomy, effectiveness, meaningfulness and merit of female teachers. In addition, the regression analysis for predicting job burnout from empowerment showed that empowerment explains only 7.4% of job burnout variance that is a small amount. In other words, the prediction accuracy is low.

DOI: 10.5901/mjss.2016.v7n4S1p95