STUDY OF BURNOUT AND PERSONAL EFFICACY AMONG SCHOOL TEACHERS OF JAMMU DISTRICT A DISSERTATION SUBMITTED TO THE UNVERSITY OF JAMMU 1N PARTIAL FULLFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION SUPERVISOR INVESTIGATOR DR. PIYALI ARORA JYOTI BALA ASSISTANT PROFESSOR MED. STUDENT Roll No. 05-GCE-12 GOVT. COLLEGE OF EDUCATION CANAL ROAD, JAMMU-180006 SESSION 2012-13 FISUMMARY Supervisor Investigator Dr. Piyali Arora Jyoti bala Rollno.05/GCE/12 Topic: — STUDY OF BURNOUT AND PERSONAL EFFICACY AMONG SCHOOL TEACHERS OF JAMMU DISTRICT INRODUCTION Teacher Burnout The feeling of job stress can take many forms. In one sense, it can occur within the teaching profession when teachers begin to feel that the daily tasks of their job are ever growing. For instance, sometimes teachers are required to fulfill almost a role of social-worker in addition to their regular teaching duties. 35Burnout is conceptualized as resulting from long term occupational stress, particularly among human service workers, including teachers (Jennett, Harris, & Mesibov, 2003). Although the reasons may differ, all teachers may experience stress in their work (Jennett et al., 2003). Most teachers cope successfully with such stress. However, burnout is the endpoint of coping unsuccessfully with chronic stress (Jennett et al., 2003). Teacher burnout is a stress-related condition with the potential for serious implications in classrooms. Left unrecognized, burnout can erode the framework of an effective classroom. While evidence-based classroom management is clearly supported by the literature, interventions are predominately reliant upon student response as a measure of outcome success (Cook & Cook, 2004). Burnout represents a syndrome of affective and physiological responses to the chronic emotional strain of service delivery to others in need (Maslach, 1999) and is defined by three distinct but empirically related factors: Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment (Byme, 1999; Maslach & Jackson, 1986). Emotional Exhaustion is characterized by psychological depletion caused by the constant demands of caring for others. This factor can include physiological illness, chronic fatigue, and decreased stress resistance. Teachers exhibit emotional exhaustion when they feel they can no longer extend themselves to students as they as they once did (Evers et al, 2002; Maslach & Jackson, 1986; Schwab & lwaniki, 1982). 36)epersonalization refers to negative disassociation, indifference to students as individuals, and a detached attitude toward individual student needs (Maslach & Jackson,1986). Satisfaction with Personal Accomplishment, a third indicator of teacher burnout, is evidenced by self-evaluation relative to job performance and expectations of future goal attainment. Teacher burnout factors are associated with isolation from colleagues and disassociation from students and other aspects of teacher work. In some. cases, bumout factors are related to working . harder but with desensitized automaticity. These variables impact selection and implementation of intervention strategies (Farber, 1991; Maslach & Jackson, 1986; Jackson et al, 1986). Teacher self-efficacy has also been assumed to decrease if teachers’ believe that factors external to teaching (€.9., students’ abilities and home environments) are more important to the students’ learning than the influence that a teacher may have. These assumptions has led some researchers to measure teachers’ general beliefs about limitations to what can be achieved through education, which is often referred to as “teaching efficacy” ( Soodak & Podell, 1996). In order to emphasize that this is a measure of the degree to which teachers believe that factors external to their teaching puts limitations to what they can accomplish, it is also referred to as “external control” (Ho & Hau, 2004). It may also be conceptualized as a general measure of educational pessimism or optimism. Because external control may be confounded with teacher self-efficacy it is important to 37Te ee test how strongly there constructs are related and if they relate differently to school context variables and to teacher job satisfaction. NEED OF THE STUDY Teacher Burnout isa psychological condition used to describe the occurrence of acute disinterest and long term exhaustion in relation to the teaching profession. The condition often results in a temporary oF permanent absence from work, and is often discussed in the context of overworked teacher who aren't given enough personal time. Teacher Burnout is an issue that can have extremely detrimental effects on both teacher and students... Soa research in the field of teacher burnout is necessary to find out the causes and possible solutions of the problem related to teacher burnout. Aim:- To study burnout and efficacy among school teachers of Jammu district Objectives of the Study:- 4. To compare burnout and gender among school teacher in Jammu district. 2. To compare efficacy and gender among school teachers in Jammu district. as3. To find out correlation between burnout and efficacy among school teachers in Jammu district Hypothesis H1- There will be no significant difference in burnout and gender among school teachers in Jammu district. H2- There will be no significant difference in efficacy and gender among school teachers in Jammu district. H3- There will be no significant correlation between burnout and efficacy among male and female teachers in Jammu district.