Arabian Journal of Business and Management Review (Nigerian Chapter) Vol. 2, No. 6, 2014
SURVEYING THE RELATIONSHIP BETWEEN CLASSROOM
MANAGEMENT AND JOB BURNOUT OF FACULTY MEMBERS
AT ARDEBIL CITY UNIVERSITIES
Beheshteh Panahi1, Dr.Adel Zahed Bablan, Dr. Mehdi Moinikiya
Department of Educational Management, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
Abstract
The main purpose of this study was surveying relationship between classroom management and
burnout of faculty members at Ardebil city universities. The population was Ardebil city
universities faculty members. The table 1 show the characteristics of population. We determined
the amount of the sample size with the used of Cochran sampling method which the statistical
sample is 359 of these employees which have been selected through the simple random sampling
method. To gathering of data, we used a questionnaire. In order to analyze the data resulted from
collected questionnaires deductive and descriptive statistical methods are used. In order to
analyze the data resulted from collected questionnaires deductive and descriptive statistical
methods are used. The results Kolmogorov-Smirnov Test shows the test distribution is Normal.
So we can use Multi Regression test the hypothesis of the research. Findings show that there is
not significant differences between people job burnout and non-interventionist, interventional
and Interactive management styles.
Keywords: job burnout, non-interventionist, interventional, Interactive management, classroom
management
Introduction
Creating the best learning environment possible is the primary focus of the classroom teacher’s
responsibilities. A huge undertaking, no doubt, this is a difficult objective to achieve. In addition
to developing and organizing the curriculum, the teacher’s role involves a myriad of tasks
including, but not limited to, efficient management of the classroom as a whole.
Classroom management is one of the primary areas of concern expressed by both beginning and
experienced educators (Weinstein, 1996; Weinstein & Mignano, 1993). However, a sizeable
body of research indicates the beginning and experienced teachers differ in their approaches to
classroom management. Kagan's (1992) synthesis of the learning-to-teach literature points to the
idealism of student teachers and describes their ideological evolution during the student teaching
1
Correspondence author
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Arabian Journal of Business and Management Review (Nigerian Chapter) Vol. 2, No. 6, 2014
semester. Although student teachers began their experience by focusing on quality lesson
planning, later they began to consider pupils as the "enemy." They were overly concerned with
class control and shifted the focus of lesson planning from activities designed to encourage
learning to those likely to discourage disruption (Kagan, 1992). Kagan concludes that teachers
focus on pupils and their learning only after they have developed an image of themselves as
teachers. In an effort to survive, inexperienced teachers may resort to practices that cause the
learning environment to suffer (Huling-Austin, 1990; Martin & Baldwin, 1996).
Teachers’ sense of efficacy also appears to be related to the teachers’ classroom management and
instructional strategies (Smylie, 1989). Henson (2001) examined the relationships between
teacher efficacy and classroom beliefs about control. Results indicated that more efficacious
teachers use positive strategies for classroom management. Emmer and Hickman (1991)
proposed that rather than regarding teachers as high or low in overall teaching efficacy, it may be
more valuable to examine their efficacy in critical sub areas such as classroom management.
Recent research about perceived self- efficacy in classroom management also indicated a
relationship between classroom management efficacy and three dimensions of burnout and
supported the earlier studies thorough revealing that teachers who consider themselves less
competent in classroom management report high levels of burnout (Brouwers & Tomic, 1999).
The concept of burnout that was emerged in the early 1970’s has been defined in various ways.
For example, Gold and Bachelor (2001) defined burnout as “a function of the many stresses felt
by individuals in both their social life and their work experiences” (p.546). Edelwich and
Brodsky (1980) defined burnout as a progressive loss of idealism, energy, purpose and concern
as a result of work. Burnout has also been defined as “a syndrome of emotional exhaustion,
depersonalization, and reduced accomplishment which is a special risk for individuals who work
with other people in some capacity” (Maslach & Leiter, 1997: 347). When teachers are
concerned burnout was experienced as feelings of powerlessness in attempt to educate students
and make school pleasant for students, lack of enthusiasm to prepare lessons, difficulty in
motivating themselves to come to work, loss of energy, loss of memory and lack of interest in
the subject (Bryne, 1998).
Research findings indicated that burnout has negative impact on physical as well as
psychological health. For instance, Archibauld, Azouz, Colf, Julian, Latham and White (1999)
found significant correlations between levels of emotional exhaustion, personal accomplishment,
and symptoms of stress-related illness. As well as its damaging effects on the physical and
emotional functioning, teacher burnout also affects teaching (Wisniewski, & Gargiulo, 1997),
commitment to teaching profession (Farber, 1984) and leads to negative interpretation of student
behavior (Whiteman, Young, & Fisher, 1996).
Several personal and situational variables have been regarded as potential critical factors in
burnout. Personal factors include: demographic characteristics, psychological traits, and
motivational factors (Brissie, Hoover-Dempsey, Bassler, 1988). With respect to demographic
characteristics, research findings indicated that younger teachers report higher levels of burnout
than do older teachers (Perlman & Hartman, 1982). Similarly, burnout is found to be less likely
for teachers with very little and quite extensive (more than twenty four years) experience
(Leithwood, Jantzi, Steinbach, 2001) and teachers at risk for burnout were those at a certain age
level (33-44) (Farber, 1984). Furthermore, there are some studies indicating depersonalization
does not differ as a function of teaching experience (Ozdemir, 2007). Regarding gender male
teachers found to be more burned out than female teachers (Tümkaya, 2001) and also had higher
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Arabian Journal of Business and Management Review (Nigerian Chapter) Vol. 2, No. 6, 2014
scores than women on emotional exhaustion and depersonalization dimensions of burnout
(Schwarzer et al, 2000).
METHODOLOGY
The main purpose of this study was surveying relationship between classroom management and
burnout of faculty members at Ardebil city universities. The population was Ardebil city
universities faculty members. The table 1 show the characteristics of population.
Table 1: Characteristics of population
Mohaghegh Ardabili
university
Payem e noor
university
Islamic Azad
University
Coach
50
Assistant
170
Associate
51
Professor
4
Coach
111
Assistant
9
Associate
0
Professor
0
Coach
201
Assistant
26
Associate
4
Professor
0
275
120
231
We determined the amount of the sample size with the used of Cochran sampling method which
the statistical sample is 359 of these employees which have been selected through the simple
random sampling method. To gathering of data, we used a questionnaire. Questionnaires
reliability was estimated by calculating Cronbach’s Alpha. Table 2 shows the number of question
and Cronbach’s Alpha for each dimensions of research.
Table 2 shows the number of question and Cronbach’s Alpha for each dimensions:
Dimensions
No. of Items
Alpha
classroom management
26
0.73
burnout
22
0.82
In order to analyze the data resulted from collected questionnaires deductive and descriptive
statistical methods are used. The results Kolmogorov-Smirnov Test shows the test distribution is
Normal. So we can use Multi Regression test the hypothesis of the research. The SPSS tool has
been used.
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Arabian Journal of Business and Management Review (Nigerian Chapter) Vol. 2, No. 6, 2014
RESULTS AND CONCLUSION
The main hypothesis of this study is “There is relationship between classroom management
and burnout of faculty members at Ardebil city universities”. And also we have a question that it
is “which dimensions of classroom management significant predictor of the burnout of faculty
members at Ardebil city universities?
To finding the answer to question and analysis the hypothesis, we have used Multi Regression
test.
Table 3: Correlation between classroom management and burnout.
Square
df
Mean square
F
sig
R
Regression
169.04
3
56.3
.71
.54
.08
Remaining
28079.2
255
79.1
Total
28248.2
358
Predictor
variables
t
Sig
B
Error
Beta
Constant
68.1
4.0
-
17.1
0.000
noninterventionist
style
-0.2
0.15
0.09
-1.4
0.17
interventional
style
0.02
0.11
0.01
-0.21
0.84
Interactive
style
0.08
0.02
0.03
0.04
0.69
Predictor variables: non-interventionist style, interventional style and Interactive style
Criterion variables: Job Burnout
According to table 3, R =0.08 and F=0.71 in p>0.05. It means that classroom management
style include non-interventionist style, interventional style and Interactive style are not a
significant predictor for job burnout.
Attention to each share of management style show that share of any management style is not
significant in predicting burnout.
More and more detailed analysis of this hypothesis, at this stage of managerial style was
considered to be mutually exclusive. It was intended that anyone is entitled to a management
style and genre of people who had the same score were excluded from the analysis. Analysis of
variance was used.
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Arabian Journal of Business and Management Review (Nigerian Chapter) Vol. 2, No. 6, 2014
Table 4: Status descriptions job burnout separate class management style
management style
df
mean
standard deviation
Non-intervention
64
66.0
10.8
Intervention
135
65.6
8.2
Interactive
144
65.0
9.0
Table 5: Comparison people job burnout with different styles of classroom management
Source
Square
Degrees Of
Freedom
Mean squares
F
Sig.
Between
groups
56.3
2
28.2
0.34
0.7
Intergroup
27818.3
340
81.8
Total
27874.6
342
The results table 5 shows that f= 0.34 and p>0.05 is not significant, in other words, there is
not significant differences between people job burnout and non-interventionist, interventional
and Interactive management styles.
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