The Role of Emotional Intelligence and Locus of Control on Burnout among Special Education Teachers in Egypt
Keywords:
Emotional Intelligence, Locus of Control, Burnout, special education teachersAbstract
The main purpose of the present study was investigate the interactive and relative effect of emotional intelligence and locus of control on burnout among Special Education Teachers in Egypt. The study made use of simple random sampling in selecting 280 (160 male, and 120 female) special Education teachers from three special education schools located in Kafr EL Sheikh Governorate. The study sample responded to three valid and reliable instruments; Emotional intelligence scale, The Teacher Burnout Scale, and The Teacher Burnout Scale. Data analysis involved the use of Pearson correlation and multiple regression procedure to investigate predictive capacity of the independent variables on the dependent variable. The results indicated that the two independent variables, when taken together, were effective in predicting Burnout.Downloads
References
Azeem, S.M. (2010). Personality hardiness, job involvement and job burnout among teachers.
International Journal of Vocational and Technical Education. 2 (3), 36-40.
Billingsley, B. (2004). Promoting teacher and retention in special education. Journal of Learning Disabilities, 37 (5), 370-376.
Brackett, M. A., Palomera, R., Mojsa, J., Reyes, M., & Salovey, P. (2010). Emotion regulation ability, job satisfaction, and burnout among British secondary school teachers. Psychology in the Schools, 47, 406–417.
Brock, B.L., & Grady, M.L. (2002). Avoiding burnout: A principals’ guide to keeping the fire alive. Thousand Oaks, CA: Corwin press.
Byrne, B. M. (1991). Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teaching and Teacher Education, 7, 197- 209.
Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 645-673.
Byrne, J. J. (1998). Teacher as hunger artist: burnout: ıts causes, effects, and remedies. Contemporary Education, 69 (2), 86-91.
Chan, D. W. (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong. Teaching and Teacher Education, 22, 1042- 1054.
Ciarrochi, J. Chan, A. & Bajgar, J. (2001). Measuring Emotional Intelligence in Adolescents. Personality and Individual Differences, 28, 539-561.
Cummins, R. C. (1988). ‘Perceptions of social support, receipt of supportive behaviours, and locus of control as moderators of the effects of chronic stress’. American Journal of Community Psychology, 16, 685-99.
Freidman, I. A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal-relations efficacy. Social Psychology of Education, 6, 191 – 215.
Ganster, D.C., & Schaubroeck, J. (1991). Work stress and employee health. Journal of Management, 17, 235-271.
George, J.M. (1996). Trait and state affect. In K.R. Murphy (Eds.), Individual differences and behavior in organizations. San Francisco, CA: Jossey-Bass, 145-171.
Gertis, L., Derken, J.J.L., Verbruggen, A.B.P.M., & Katzo, M. (2005). Emotional intelligence profiles of nurses caring for people with severe behaviour problems. Personality and Individual differences, 38, 33-43.
Guglielmi, R. S. & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: a methodological and theoretical analysis, Review of Educational Research, 68, 61–99.
Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
Ismail, A., Toa, A., Tao, E., Lai-Kuan, k., & Tew, J. (2010). Occupational and job satisfaction: An Empirical Study in Private Institution of Higher Learning. 16 (5) 5-33
Janssen, T.; Carton, J. (1999) ‘The Effects of locus of control and task difficulty on procrastination’. Journal of Genetic Psychology. 160 (4), 436-42.
Kobasa, S. C. O.; Puccetti, M. C. (1983). ‘Personality and social resources in stress
resistance’. Journal of Personality and Social Psychology, 45, 839-50.
Le Fevre, M., Matheny, J., & Kort, G. (2003). Eustress, distress, interpretation in occupational stress. Journal of Managerial Psychology, 18, 726-744.
Maslach, C., Jackson, S. E., & Leiter, M. (1996). The Maslach Burnout Inventory (3rd ed.). Palo Alto: Consulting Psychologists Press.
Mearns, J. & Cain, J.E. (2003). Relationships between teachers, occupational stress and their burnout and distress: roles of coping and negative mood regulation expectancies. Anxiety, Stress and Coping, 16, 71-82.
Mendes, E. J. (2003). The relationship between emotional intelligence and occupational burnout in secondary school teachers. Dissertation, University of Walden.
Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring its effects on occupational stress and organizational commitment. The International Journal of Organizational Analysis, 10, 327-342.
Olaitan, O.L. (2009). Prevalence of job stress among primary school teachers in South West, Nigeria. African Journal of Microbiology Research, 3 (8).
Palomera, R., Fernandez-Berrocal, P., & Brackett, M. A. (2008). Emotional intelligence as a basic competency in pre-service teacher training: Some evidence. Electronic Journal of Research in Educational Psychology, 15, (6), 437-454.
Platsidou, M. (2009). Burnout, job satisfaction and emotional intelligence of special education teachers. ECER 2009
Reglin, G. & Reitzammer, A. (2008). A dealing with stress teachers. Education 118 (4), 590- 597.
Rose, J.S., & Medway, F.J., (1981). Measurement of teachers’ beliefs in their control over student outcome. Journal of Educational Research,74, 185-190.
Rotter, J. B. (1966). Generalised expectancies for internal versus external control of
reinforcement [Special issue]. Psychological Monographs, 80 (609).
Schaufeli, W. B., & Baker, A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: a multi-sample study. Journal of Organizational Behavior, 25, 293- 315.
Schutte, N.S., Malouff, J.M. Hall, L.E. Haggerty, D.J., Cooper, J.T. Golden, C.J. and Dornheim, L. (1998).Development and Validation of a Measure of Emotional Intelligence. Personality and Individual Differences, 25, 167-177.
Seldman S, Zager J (2001). The teacher burnout scale. Education Research Quarterly, 11 (1), 26-33
Shirom, A. (1989). Burnout in work organization. In C.L Cooper & I.T Robertson (Eds). International Review of Industrial and Organizational Psychology (pp 25-48). New York: Wiley.
Sternberg, R.L. & Smith, C. (1985). Social intelligence and decoding skills in nonverbal communication. Social Cognition, 3, 168-92.
Tamini, B.K. (2009). The Effect of Emotional Intelligence and Job Burnout on Mental and Physical Health. Journal of the Indian Academy of Applied Psychology, 35 (2), 219- 226.
Tnetteman, E, Punch, K. (2005). Teachers’ psychological distress: The ameliorating effects of control over the work environment. Educational Review, 44 (2), 181-194.
Vandenberghe, R., & Huberman, A. M. (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge, UK: Cambridge University Press.
Wood, T., & McCarthy, C. (2000). Understanding and Preventing Teacher Burnout. Eric Clearinghouse on Teaching and Teacher Education: Washington DC. Pp 1-2.
Wright, T.A. & Cropanzano, R. (1998). Emotional exhaustion as a predictor of job performance and voluntary turnover. Journal of Applied Psychology, 83, 486-493.
Yoon, J.S. (2002). Teacher characteristics as predictors of teacher-student relationship: Stress, negative affect, and self-efficacy. Social Behaviour and Personality: An Internal Journal, 30 (5), 485-493.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
