1. 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 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).
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, 2001), life satisfaction and well-being
(ARDAHAN, 2012), interpersonal relationships (PETROVICI; CODRESCU, 2014),
occupational stress (KRISHNAKUMAR;
LALITHA, 2014), work success and performance (SHAHHOSSEINI et al.,
2012), leadership (OVANS, 2015), etc.
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 more effective leading, more satisfaction, and more loyalty to their job
and organization and less isolation (JORDAN, 2012).
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.
According to expert studies, the
burnout syndrome has been identified as a risk factor for future heart disease
incidence (TOKER; MELAMED; BERLINER; ZELTSER; SHAPIRA, 2012) and a predictor for
subsequent development of musculoskeletal pain among people apparently healthy
(ARMON; MELAMED; SHIROMA; SHAPIRA, 2010).
Professional exhaustion (the burnout
syndrome) can be defined as a severe consequence of prolonged subjection to
stress at work, which develops when demands from the professional area and the
personal capacities are unbalanced for a long time (KALIMO; PAHKIN; MUTANEN;
TOPPINEN-TANNER, 2003). It can be found in any profession (BAKKER; DEMEROUTI;
SCHAUFELI, 2002), but it mostly affects those who have chosen to work with
people (medical personnel, social workers, therapists, teachers, educators,
lawyers, civil servants).
It can also coexist with other
illnesses, such as depression, anxiety, alcoholism (AHOLA; VAANANEN; KOSHINEN;
KOWVONEN; SHIROM, 2010). 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.
2. 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 probability of being chosen.
In this research, first, Zanjan high schools divided to 4 parts (4 eras) using
cluster sampling and then 4 schools selected from each part using random simple
sampling.
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.
Goldberg’s
mental health questionnaire: this questionnaire investigated five dimensions of
mental health, here two dimensions have been used: 1- Physical status that
influences mental health. Enjoying high level of physical health leads to high
level of mental health. 2- Social function indicating decision-making ability
and sense of utility. Answers were scored using Likert five-item spectrum. The
Cronbach’s alpha coefficient was 0.85.
Bar-on’s emotional intelligence
questionnaire: this questionnaire investigated five dimensions of mental
health; here three dimensions have been used: 1-Interpersonal skills2- General
mood 3- Compatibility. Answers were scored using Likert five-item spectrum. The
Cronbach’s alpha coefficient was 0.85.
Data obtained from questionnaires
were analyzed using SPSS software to describe demographic information, assess
normal distribution of sample, and determine the average of variables, and
LISREL software to test the hypotheses using structural equation modeling and
regression analysis methods. For this purpose, the structural model of research
hypotheses was designed in LISREL software. Based on correlation coefficient
and multiple regression equations, the relationships between variables were
measured. Then, the findings were analyzed according to results of testing
research hypotheses by structural equation modeling method and their outputs
including fitness indices and regression coefficients of structural model.
Findings:
2.1.
Demographic Findings
The sample (n=208) included 42 men
(20.2%) and 166 women (79.08%). 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 %).
2.2.
Data Normal Distribution Findings
The results of Kolmogorov-Smirnov
test which evaluated distribution normality of data are presented in Table 1.
Table 1: Results of Kolmogorov-Smirnov
test
|
Structure |
Number of data |
Mean |
Standard Deviation |
|
Burnout |
208 |
1.9343 |
.66314 |
|
Emotional
intelligence (compatibility) |
208 |
3.8413 |
.68096 |
|
Emotional
intelligence (general mood) |
208 |
3.9106 |
.69580 |
|
Emotional
intelligence (interpersonal skills) |
208 |
4.1933 |
.63440 |
|
Mental health (social function) |
208 |
2.3215 |
.94908 |
|
Mental health (physical health) |
208 |
2.9271 |
1.00654 |
The results showed that most
variables were close to the mean or even more than it. So the normality of data
distribution was confirmed.
3. 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.
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, 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%.
Model 1: matrixes of SEM
Model 2: research structural equation modeling in the case
of T-values.
Model 3: research structural equation modeling in the case
of Standard Solution.
Table 2: Some important fit indicators
of graphical model
|
Indicator |
Amount |
Acceptable range |
|
Chi-Square |
53 |
Chi-Square< 5% |
|
GFI |
0.95 |
GFI < 90% |
|
AGFI |
0.92 |
AGFI <
90% |
|
RMR |
0.06 |
RMR <0.08 |
|
NNFI |
0.92 |
NNFI <90% |
|
NFI |
0.90 |
NFI <90% |
|
CFI |
0.92 |
GFI <90% |
|
RFI |
0.91 |
RFI <90% |
|
IFI |
0.90 |
RFI <90% |
|
PNFI |
0.71 |
PNFI <50% |
|
RMSEA |
0.044 |
RMSEA >10% |
Table3: Summary of results
|
Test results |
Type of relationship |
Relationship |
Hypothesis |
|
Confirmed |
Significant |
Mental health to burnout |
H1 |
|
Confirmed |
Significant |
Emotional intelligence to burnout |
H2 |
|
Confirmed |
Significant |
Mental health to emotional exhaustion |
H3 |
|
Confirmed |
Significant |
Mental health to inefficiency |
H4 |
|
Confirmed |
Significant |
Mental health to depersonalization
and pessimism |
H5 |
|
Confirmed |
Significant |
Emotional intelligence to emotional
exhaustion |
H6 |
|
Confirmed |
Significant |
Emotional intelligence to
inefficiency |
H7 |
|
Confirmed |
Significant |
Emotional intelligence to
depersonalization and pessimism |
H8 |
Table 4: Ranking of variables due to effectiveness
|
Arrangement
of variables regardless of the type of variables ( dependent/ independent/
mediator) |
coefficient |
Rank |
|
Emotional
intelligence to depersonalization and pessimism |
-0.38 |
1 |
|
Mental
health to emotional exhaustion |
-0.38 |
2 |
|
Mental
health to inefficiency |
-0.37 |
3 |
|
Emotional
intelligence to inefficiency |
-0.33 |
4 |
|
Mental
health to depersonalization and pessimism |
-0.29 |
5 |
|
Mental
health to burnout |
-0.29 |
6 |
|
Emotional
intelligence to burnout |
-0.23 |
7 |
|
Emotional
intelligence to emotional exhaustion |
-0.17 |
8 |
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.
4. 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 other words with increasing level
of teachers’ emotional intelligence and mental health, their burnout decreases.
This argument is consistent with research results of Bakhshi Sorshejani(2010),
Hamid et al. (2010), khoshouei and Bahrami (2014).
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. Researcher investigated
three dimensions of emotional intelligence: general mood, interpersonal skills
and compatibility. Among these, interpersonal skills have greater impact on
burnout.
Mental health is a form of welfare
by which every person can know his/her capacities to manage and control natural
pressures of daily life, work effective and participate in community. Mental
health is different from physical health. It is the central core of health and
all relations depend on mental health. Mental health is considered as
individual’s compatible psychological skills. The World Health Organization
experts believe that mental health has a great relationship with individuals’
ability to have a compatible well-balanced engagement with others, improve
personal and social environment, solve conflicts and control personal leanings
logically. This argument is consistent with research results of Saberi (2008),
Ehiakonande (2008), Arizi et al. (2013).
Burnout is one of the results of
stress and appears in the form of psychological symptoms like depression and
inability to compromise. Because of burnout, the person is not able to
communicate with others properly and becomes involve in behavioral-social
disorders. Burn out is a state of physical, emotional and mental fatigue which
is generated as a result of direct long communications with different
people under difficult overwhelming emotional circumstances, a syndrome that causes a
feeling of aversion or wasting life and makes people confused about their job
and their own influencing.
So they feel inefficiency and lose
their interest and motivation (ASADI, 2012). Examining relationship between teacher’s
mental health and emotional intelligence and their burnout shows the greatest
impact is concerned with the relationship between emotional intelligence and
depersonalization and pessimism. 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) and Khoshouei and Bahrami (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.
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APPENDIX
Table 1: Descriptive analysis of central
indicators of six variables
|
|
Mental Health (Health) |
Mental Health (Social Function) |
EI(Interpersonal
skills) |
EI (General Mood) |
E I (Adaptation) |
Burn out |
|
|
total |
correct |
208 |
208 |
208 |
208 |
208 |
208 |
|
|
Missed |
0 |
0 |
0 |
0 |
0 |
0 |
|
Average |
9271/2 |
3215/2 |
1933/4 |
9106/3 |
8413/3 |
9343/1 |
|
|
Middle |
0000/3 |
2000/2 |
2000/4 |
0000/4 |
0000/4 |
7500/1 |
|
|
View |
25/2 |
00/1 |
00/4 |
00/4 |
00/4 |
67/1 |
|
Chart 1: The normal test of variable of burn out
Chart 2: The test of data
conversion and the normal test of variable of burn out
Chart 3: The regression of teacher’s burn out and
the level of mental health
Chart 4: Teacher’s burn out and the level of
emotional intelligence
Model 1: Structural equation modeling of research in state of T-values
Model 2: Structural equation modeling of research
in state of T-values Standard Solution