IDENTIFYING THE RELATIONSHIP AMONG TEACHER’S MENTAL HEALTH AND EMOTIONAL INTELLIGENCE AND THEIR BURNOUT

This research aimed to identify the relationship among teachers’ mental health and emotional intelligence and their burnout. The population consisted of Zanjan high school teachers (n=450). A sample of 208 teachers was selected using multi stage sampling, consisting both cluster sampling and simple random sampling method. Data was collected using Goldberg’s mental health questionnaire, Maslach and Jackson’s burnout questionnaire and Bar-On’s emotional intelligence questionnaire. Researcher used structural equation modeling and regression analysis methods for data analysis. The results showed that there is a relationship among teachers’ mental health and emotional intelligence and dimensions of burnout (emotional exhaustion, inefficiency and depersonalization and pessimism). evidences of how collaboration between organizations could facilitate.


INTRODUCTION
Mental Health, which has a critical role in having sustainable development, is one of the most vital human needs. The concept of mental health includes an inner feeling of comfort, self-efficiency, self-dependence, competitiveness, inter-generation reliance, and self-development of potential thinking abilities.
Mental health refers to our cognitive, and/or emotional wellbeing -it is all about how we think, feel and behave. Mental health, if somebody has it, can also mean an absence of a mental disorder. Your mental health can affect your daily life, relationships and even your physical health. Mental health also includes a person's ability to enjoy life -to attain a balance between life activities and efforts to achieve psychological resilience (NORDQVIST, 2015).
While having life satisfaction, a mentally healthy individual can face with problems in a logical manner. In other words, they can sustain their individualism and adapt themselves to their environment at the same time (KOUSHAN;VAGHEI, 2005). There is a significant relationship between job burnout and the symptoms of psychological disorders (SARSANGI et al., 2015). Therefore, identifying and preventing job burnout can improve personnel's mental hygiene and their offered services. Happiness, life satisfaction, and an inner feeling of well-being are words used to describe mental healthiness in modern psychology. One of the indices showing mental healthiness is an individual's level of life satisfaction which is defined as his or her attitude toward his life in general or a particular aspect of it such as his/her family life, occupational, or educational life (DIENER et al., 1999). Parslow (2004), having examined the effect of job stress and organizational position on 806 social servants' mental health, observed that job stress and position can affect employees' mental health and sense of well-being. Another study, Farmer (2014) carried out on 253 nurses showed that there was a significant negative relationship (r = -0.63) between job burnout and emotional quotient (EQ) for nurses with low experience (6 to 18 months). Moslesh's job exhaustion questionnaire and Baron's EQ questionnaire were used in that study. Fooladvand (2005) found a significant relationship between organizations' working atmosphere and the personnel's mental health. Mental health is necessary http://www.ijmp.jor.br v. 8, n. 1, January -March 2017ISSN: 2236 for society members to protect and perpetuate their social, occupational and educational functions. Mental health care is the main goal of mental health programs executing in the society (JAHOUDA, 2011).

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Improving occupational mental health is one of the main aspects of human resource development and nowadays so many institutes including economic, didactic and industrial institutes concentrated on healthy members, both physically and mentally, to increase efficiency (FERROLL, 2012).
As a sign of this age, mental pressure (stress) affects all society members regardless of age, gender and even social and economic class. (BAKHSHI, 2010).
Work-related stress is normal and a moderate level of work-related stress can lead people to creativity. But abnormal negative work-related stress will influence public health (WILEY, 2011).
Burnout is the psychological result of long high level work-related stress (AHMADI; SHEIKHZADE, 2011). Mental pressure results from imbalance between environmental demands and persons' abilities to properly response them. It is a negative experience and its continuation will end in burnout (POORREZA, 2013).
In recent decades most organizations and researchers paid attention to Emotional Intelligence. The popularity of the emotional intelligence during the past decade has led researchers to examine its potency in various areas of human functioning.
Thus, it has been found ability of EI is related to life success (BAR-ON,  In recent years, there has been an increasing interest in how emotional reactions and experiences affect both physical as well as psychological health.. Emotional intelligence is an appropriate foundation to have an effective relationship (OMARAEE et al., 2011). Both human resources management and social skills theorists believe that emotional intelligence is a necessary factor for people to be successful. It helps them to control and contain their feelings and emotions (CARR, 2010). Researchers found that people with high level of emotional intelligence have http://www.ijmp.jor.br v. 8, n. 1, January -March 2017ISSN: 2236 more effective leading, more satisfaction, and more loyalty to their job and organization and less isolation (JORDAN, 2012).

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Burnout causes undesirable consequences and imposes large costs to organizations and employees, such as: job replacement, losing motivation and energy, decreasing function, increasing absences and leaves, lack of quality and quantity, decreasing employee's mental health, stagnation and delay (ZAMINI et al., 2012).
Education is one of the most important infrastructures of development in societies. Having direct contacts with an important group of people (students), teachers play a significant role in education. So, teachers need to be healthy, succulent and motivated (GHALTASH et al., 2011).
High level of occupational stress causes a negative sense to service recipients and leads to lack of service quality (EKERMAN; BRAND, 2012). in recent years, educational system and organization has become the target of widespread scrutiny and criticism, while at the same time the rewards of teaching are often obscured by the difficult working conditions that are prevalent in many of our schools.
The experience of stress for teachers is qualitatively different from the work stress experienced by many others in the work context. Van Der Linde (2000) describes teaching as characterized by great responsibility, with no freedom to leave the classroom for more than a few moments, and pressure to control one's emotions.
In the school settings, there is little respite from the sever demand for emotional labor.
The body's stress reaction is designed to prepare the organism to fly or fight when confronted with a threat to well-being. For teachers however, situational constraints impinge heavily on their capacity to manage stress, regardless to its intensity (DORMAN, 2003).
The Burnout syndrome is considered a public health problem due to its increasing frequency and the negative consequences it has on the healthcare system. This hampers the medical system, either directly, by affecting the health of the professionally exhausted medical employees or indirectly, through the consequences it has on the quality of medical care.

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http://www.ijmp.jor.br v. 8, n. 1, January -March 2017 ISSN: 2236-269X DOI: 10.14807/ijmp.v8i1.513 According to expert studies, the burnout syndrome has been identified as a risk factor for future heart disease incidence ( Researchers in the field have converged to the fact that burnout does not show immediate symptoms, but appears as a gradual response to emotional exhaustion and prolonged exposure to stressors, which in turn lead to an increase in the degree of dehumanization and professional dissatisfaction (LEITER, 1991;MASLACH, 2003).
Emotions are closely linked to a person's professional goals, desires, and plans and needs (BROWN; GEORGE;SMITH, 2003). Defined in terms of awareness, understanding and expression of emotions, emotional intelligence is considered the one which, along with cognitive intelligence, helps a person adapt more easily to situations and challenges that may arise in personal and professional life.
The diversity of the patterns of emotional intelligence determined their classification. Since job burnout can negatively affect employees' mental health, the present study was an attempt to check the relationship between individuals' mental health on the one hand and their job burnout and life satisfaction on the other hand.
Therefore, this study aims to identify the relationship between teachers' mental health and emotional intelligence and their burnout. Accordingly, the research hypotheses are as follows: • H 1: There is a relationship between teachers' mental health level and their burnout.
• H 2: There is a relationship between teachers' emotional intelligence level and their burnout.
• H 3: There is a relationship between teachers' mental health level and their emotional exhaustion dimension of burnout.
• H 4: There is a relationship between teachers' mental health level and their inefficiency dimension of burnout.
• H 5: There is a relationship between teachers' mental health level and their depersonalization and pessimism dimension of burnout.
• H 6: There is a relationship between teachers' emotional intelligence level and their emotional exhaustion dimension of burnout.
• H 7: There is a relationship between teachers' emotional intelligence level and their inefficiency dimension of burnout.
• H 8: There is a relationship between teachers' emotional intelligence level and their depersonalization and pessimism dimension of burnout.

METODOLOGY
This research is a practical descriptive correlation surveying study. The population consisted of Zanjan high school teachers (n=450). Data was collected using library resources, scientific magazines and supplies, network sites and standard questionnaires: Maslach & Jackson's burnout questionnaire, Goldberg's mental health questionnaire, and Bar-Ann's emotional intelligence questionnaire.
A sample of 208 teachers was selected Using Cochran formula and cluster sampling and random sampling method to answer questions. Cluster sampling is a sampling technique used when "natural" but relatively heterogeneous groupings are evident in a statistical population.
In this technique, the total population is divided into these groups (or clusters) and a simple random sample of the groups is selected. Simple random sampling is a basic type of sampling, since it can be a component of other more complex sampling methods. The principle of simple random sampling is that every object has the same
From each school 13 teachers were selected using random simple sampling.
Respondents were asked to response questions and determine the level of mental health and emotional intelligence and burnout to identify the relationship.
Public questionnaire: this questionnaire investigated demographic factors like age, gender, education, marital status, job experience and income.
Maslach & Jackson's burnout questionnaire: a questionnaire with 12 questions which investigates three dimensions of burnout: emotional exhaustion, inefficiency, depersonalization and pessimism. Answers were scored using Likert five-item spectrum.
The Cronbach's alpha coefficients were used to determine the reliability of questionnaire. Coefficients were in the range of 0.71 to 0.90. Considering the coefficients higher than 0.7 for all variables, this indicates acceptable reliability of data collection tool.
Also, most of the participants were in age range 41 to 45 years (65.4%), had bachelor degree (71.2%),were married (94.2%), had job experience more than 20 years(59.6%) and had income in the range of 10 to 15 million Rials per month. (71.2 %).

Data Normal Distribution Findings
The results of Kolmogorov-Smirnov test which evaluated distribution normality of data are presented in Table 1. The results showed that most variables were close to the mean or even more than it. So the normality of data distribution was confirmed.

THE RESULTS OF RESEARCH HYPOTHESES
The results of testing first hypothesis (considering the regression significant (-0.55) of relationship among variables) shows that the level of mental health has an independent linear combination with teachers' burnout and there is a middle reverse relationship between mental health and burnout. And this relationship is significant at 99%. In other words, 30% of variance of burnout can be explained by mental health. The results of testing second hypothesis (considering the regression significant (-0.48) of relationship among variables) shows that 23% of variance of burnout can be explained by emotional intelligence. There is a middle reverse relationship between emotional intelligence and burnout. In other words, with increasing levels of emotional intelligence the amount of burnout decreases.

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The results obtained from testing third hypothesis (the relationship between mental health and emotional exhaustion) according to path analysis, standard coefficient of independent variable(mental health) to dependent variable (emotional exhaustion) is -0.38 and (t=-5.60), there is no reason to reject third hypothesis and it is confirmed with a possibility of 99%. So there is a relationship between mental health and emotional exhaustion.
The results of fourth hypothesis (the relationship between mental health and inefficiency) according to path analysis, standard coefficient of independent variable (mental health) to dependent variable (inefficiency) is -0.37 and (t=-6.12), there is no reason to reject hypothesis and it is confirmed with a possibility of 99%.
The results of fifth hypothesis (the relationship between mental health and depersonalization and pessimism) according to path analysis, standard coefficient of independent variable (mental health) to dependent variable (depersonalization and pessimism) is -0.29 and (t=-4.69), there is no reason to reject hypothesis and it is confirmed with a possibility of 99%.
The results of sixth hypothesis (the relationship between emotional intelligence and emotional exhaustion) according to path analysis, standard coefficient of independent variable (emotional intelligence) to dependent variable (emotional exhaustion ) is -0.17 and (t=-2.50), so we can say there is no reason to reject hypothesis and it is confirmed with a possibility of 99%.
The results of seventh hypothesis (the relationship between emotional intelligence and inefficiency) according to path analysis, standard coefficient of independent variable (emotional intelligence) to dependent variable (inefficiency) is -0.33 and (t=-5.48), there is no reason to reject hypothesis and it is confirmed with a possibility of 99%.
The results of eighth hypothesis (the relationship between emotional intelligence and depersonalization and pessimism) according to path analysis, http://www.ijmp.jor.br v. 8, n. 1, January -March 2017ISSN: 2236 standard coefficient of independent variable (emotional intelligence) to dependent variable (depersonalization and pessimism is -0.38 and (t=-5.99), there is no reason to reject hypothesis and it is confirmed with a possibility of 99%. http://www.ijmp.jor.br v. 8, n. 1, January -March 2017ISSN: 2236 Model 2: research structural equation modeling in the case of T-values.

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Model 3: research structural equation modeling in the case of Standard Solution. http://www.ijmp.jor.br v. 8, n. 1, January -March 2017ISSN: 2236   Descriptive indicators of teachers' burnout show that there is a significant relationship between gender and burnout and 11% variances of burn out can be explained by gender.

DISCUSSION AND CONCLUSION
Research findings confirmed that there is a reverse significant relationship between teacher's mental health and emotional intelligence and their burnout. In

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http://www.ijmp.jor.br v. 8, n. 1, January -March 2017 ISSN: 2236-269X DOI: 10.14807/ijmp.v8i1.513 Emotional intelligence enables people to manage and control their emotions and feelings. People with high level of emotional intelligence have more effective leading, more satisfaction, and more loyalty to their job and organization and less isolation. So, they are more successful in their job and have a high sense of job security. This helps them to control mental pressures and leads burnout to occur later (BEIKZADE, 2012).
Research results shows that teachers enjoying high level of emotional intelligence have less stress and mental pressure and more interpersonal relations, responsibility and flexibility. These factors help them to experience less burnout. Examining relationship between teacher's mental health and emotional intelligence http://www.ijmp.jor.br v. 8, n. 1, January -March 2017ISSN: 2236 and their burnout shows the greatest impact is concerned with the relationship between emotional intelligence and depersonalization and pessimism.

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Depersonalization is a negative hard response to service recipients. In this way aggression brings the ball, active aggressions (verbal and non-verbal) and inactive aggressions (sabotage and deliberate delay). Also the less impact is concerned with the relationship between emotional intelligence and emotional exhaustion. This argument somewhat matches with research results of Ehiakonande et al. (2012), Beirami et al. (2011) andKhoshouei andBahrami (2014).
Lateral findings of research states that burnout in male teachers is more than female teachers. Finally the main result of study is determining variables affecting burnout and its dimensions. Knowing this point is very important for education senior executives and enables them to plan appropriate programs in order to decrease burnout and increase teachers' efficiency.  Chart 4: Teacher's burn out and the level of emotional intelligence