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Emotional intelligence and locus of control as predictors of burnout among

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European Journal of Social Sciences – Volume 20, Number 3 (2011)

Emotional Intelligence and Locus of Control as Predictors of

Burnout among Secondary School Teachers
in Ondo State, Nigeria

Akomolafe, M. Jude
Adekunle Ajasin University, PMB 001, Akungba-Akoko, Ondo State, Nigeria
Tel: +2348038616943
E-mail: moyojude@yahoo.com

Popoola, Oluwafolakemi Grace

Adekunle Ajasin University, PMB 001, Akungba-Akoko, Ondo State, Nigeria

Abstract
This study examined the interactive and relative effect of emotional intelligence and locus
of control on burnout among secondary school teachers. The ex-post facto research design
was adopted for this study. Stratified random sampling technique was employed in
selecting three hundred (300) teachers from ten (10) secondary schools who served as the
sample of the study. Data were collected through three instruments namely Emotional
Intelligence, Locus of Control and Teacher Burnout Scales. Three hypotheses were tested
at 0.05 level of significance. Multiple regression analysis was used to test the hypotheses.
The results indicated that emotional intelligence and locus of control when taken as a whole
significantly predict burnout. The relative contributions of each variable revealed that both
emotional intelligence and locus of control significantly predicts burnout among Secondary
School Teachers. On the basis of these findings, it is suggested that secondary school
teachers should be exposed to social and emotional learning and attributional retraining
programmes. These programmes should be managed by capable and qualified counsellors
for the desired results to be achieved.

Keywords: Emotional Intelligence, Locus of Control, Burnout, Occupational stress

Introduction
Education is one of the most important instruments of change in the life of a man. It helps man in
enriching his life positively. It is also an instrument for economic empowerment, sustainable economy
and national development. Thus, the major goal of education in Nigeria is "the acquisition of
appropriate skills and the development of mental, physical and social abilities and competencies as
equipment for the individual to live and contribute to the development of the society" (FRN, 2004.
p.8).
According to Aghenta & Ochuba (2006), adequately trained human resources constitute
manpower and personnel that bring about national development. It therefore means that the
development of a nation depends on the quality of education her citizens received. In order to achieve
the major goal of education in any country, a well-equipped manpower is required in schools at all
levels. The manpower in focus in this study are the teachers. They play great role in engendering
quality education. Teachers are purveyors of knowledge and values and they are responsible for the
future of young ones. The duties of teachers in secondary schools cannot be overemphasized. They are

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expected to impart knowledge and give adequate information in and outside the classroom that would
help learners contribute their best to the development of themselves and the country.
As important as teachers are to the development of a nation, research works (Shirom, 1989;
Wright & Cropanzano, 1998; Azeem, 2010) have shown that burnout is a major factor that hinders
their efficiency, effectiveness and job involvement. According to Bryne (1991) and Maslach, Jackson
and Leiter (1996), the burnout syndrome has three distinct but loosely coupled dimensions: emotional
exhaustion (feelings of being emotionally overextended and exhausted with one’s work),
depersonalisation (the development of negative and uncaring attitudes towards others), and negatives
personal accomplishment (loss of feelings of self-competence and dissatisfaction with one’s
achievement). It often start with a feeling of fatigue; physical, mental or emotional. It is a feeling of
disconnection and complete loss of interest in the job, self-esteem suffers and feeling about work
becomes negative. Burnout results from a long period of stress and stress come from the perception
that the resources available to deal with stressors are not adequate (Wood & McCarthy, 2000).
Researchers have become highly interested in the problem of burnout among teachers (Byrne,
1998; Guglielmi & Tatrow, 1998; Billingsley, 2004). Most of the research carried out in European and
North American Countries indicated high levels of burnout among primary school teachers (Means &
Cain, 2003). In African countries, research studies have shown that teachers experience high level of
stress and burnout (Olaitan, 2009). Reglin and Reitzammer (2008) and Tretteman and Punch (2005)
found that teachers regardless of what level they teach are exposed to high levels of stress. They suffer
burnout in some extreme cases (Seldman & Zager, 2001).
Burnout can have damaging effects on individual’s mental and physical health including
exhaustion, physical pain, depression, sleep disturbances and even death (Ganster & Schaubroeck,
1991; Brock & Grady, 2002; Le Fevre, Matheny & Kort, 2003; Faragher et al. 2004;). It can also have
negative effects on organisational outcomes such as performance and turnover (Cooper, 2002;
Kondylis, et al., 2004; Tamini, 2009). Research works have also shown that burnout has negative
consequences on teaching-learning processes (Palomera, Fernandez-Berrocal & Brackett, 2008),
quality of teaching and students’ performance and (Vanderberghe & Huberman, 1999) and student-
teacher relationship (Yoon, 2002).
As a result of the highlighted negative and harmful influences of burnout on teaching-learning
process and outcome, researchers have become interested in identifying factors responsible for burnout
among teachers. Factors found include excessive time pressure, poor relationship with colleagues,
large classes, lack of human and physical resources, poor opportunities for promotion and lack of
participation in decision-making, personality hardiness and job involvement (Friendman, 1991;
Wolpin, et al. 1991; Azeem, 2010). Furthermore, workload, lack of feedback and autonomy are
variables which are consistently related to burnout (Dorman 2003a, 2003b; Hakanen, Bakker &
Schaufeli, 2006; Schaufeli & Banker, 2004). Most studies on burnout have focused largely on the
investigation of background variables like marital status, age, years of teaching and gender as
predictors of bornout (Anderson & Iwanick, 1984; Byrne, 1991, 1994; Malik, Muellers & Meinke,
1991). Indeed, empirical studies involving psychological factors as predictors of burnout are rare.
Thus, little is known about the contribution of emotional intelligence to burnout among secondary
school teachers in Nigeria.
Emotional intelligence (EI) was defined in 1997 as “the ability to perceive accurately,
appraise, and express emotion; the ability to access and/or generate feelings when they facilitate
thought; the ability to understand emotion and emotional knowledge; and ability to regulate emotions
to promote emotional and intelligent growth” (Mayer & Salover, 1997. P.10). Emotional Intelligence
governs the person’s use and control of coping strategies within certain situation (Matthews and
Zeidner, 2000). Nikolaous and Tsausis (2002) found a negative correlation between emotional
intelligence and occupational stress, a similar concept to burnout. Gertis, Derkesen, Verbruggen and
Katzko (2005) found a significant relationship between EI and burnout with greatest symptoms of
burnout seen in female nurses who had low EI scores. In a study carried out with secondary school

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teachers in England, it was observed that the teacher’s EI predicts level of burnout (Bracket, Palomera
& Mojsa, Reyes and Salovey, 2010). Mendes (2003) found that teacher’s ability to regulate emotions
was related to their perceived levels of depersonalization, self-realization, and emotional wear.
Furthermore, Chan (2006) found in his study on emotional intelligence and components of
burnout among Chinese secondary school teachers in Hong Kong that there was a significant
relationship between EI and burnout. Akbag and Berberyan (2011) found a significant relationship
between emotional intelligence and teacher job burnout. Platsidou (2009) found a significant
correlation between EI and burnout among teachers. Bracket, Palomera, Mojsa, Reyes and Salovey
(2010) conducted a study on emotion regulation ability, burnout and job satisfaction among British
secondary school teachers and found a significant relationship between emotion regulation ability and
a component of burnout, personal accomplishment.
Another psychological variable of interest that might contribute to burnout among teachers and
has not been adequately examined is locus of control. The concept of locus of control originates from
Rotter’s (1966) social learning theory. It involves a general enduring belief in the controllability of
outcomes of events in one’s life (Rotter, 1966). Rotter believes that people have different degrees of
internality and externality. Internals believe that rewards they receive are as a result of their own
behaviour and confident that hey can control their lives. Externals are just the opposite. They think that
rewards are not dependent upon their actions and that the events happen to them as a result of external
factors such as luck or other influences (Gan, Shang & Zhang, 2007). External locus of control is
among the most often cited predictors of burnout.
Gan, Shang & Zhang (2007) found in their study on coping flexibility and locus of control as
predictors of burnout that locus of control significantly predicted burnout among college students.
Evans and Coman (1993) and Brouwers and Tomic (2000) found correlations between stress and locus
of control. Externality is negatively related to personal accomplishment as indicated by Luaenburg and
Cadavid (1992). In contrast, internal locus of control has been found to be positively associated with
low-perceived stress (Schafer & Mckenna, 1991; Garson & Stanwyck, 1997).
In spite of the available literature on the causes of burnout among teachers, a few studies have
examined the predictive capacities of emotional intelligence and locus of control on burnout among
secondary school teachers. The few available studies were carried out in Europe, Asia and America
thereby leaving a gap to fill in Africa. Thus, will emotional intelligence significantly predict burnout
among secondary school teachers in Nigeria? What is the relationship between locus of control and
burnout among these teachers? This study seeks to find answers to the questions.

Research Questions
The following research questions were raised for the study:
1. What is the combined effect of emotional intelligence and locus of control on burnout among
secondary school teachers?
2. What is the relative contribution of emotional intelligence and locus of control to burnout among
secondary school teachers?

Methodology
Research Design
The study employed ex-post facto research design. This is because the variables investigated in this
study had already occurred. Thus, no manipulation of the independent variables by the researcher as
could have been done for experimental studies.

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Sample and Procedure

The sample consisted of 300 [Male = 144 (48%) Female = 156 (52%) ] teachers randomly selected
from 10 secondary schools in Ondo State, Nigeria. The mean age was 35.94 years (S.D = 9.14) with
ages ranging from 25 to 57.5 years. Education level of the participants ranged from National Certificate
Education (NCE) to University degrees. Their working experience ranged from 2 to 33 years with
10.04 years as the mean (S.D = 7.08).
The data were collected in the participants’ places of work (schools). The purpose of each
questionnaire was explained after the consent of the participants was obtained. The respondents were
told not to write their names on the questionnaire to guarantee anonymity. They were informed that
their responses would be treated as confidential. Enough time was given to the respondents to patiently
complete the questionnaires. Surprisingly, with much effort on the part of the researchers, all the 300
copies of the questionnaires distributed were properly filled and found useable for data analysis giving
a response rate of 100%. The data for this study were collected from respondents from September to
October, 2010.

Instrumentation
Three instruments were used in the study. These include:
Emotional Intelligence Questionnaire (EIQ): It was developed by Schutte, et al. (1998). The
items of EIQ are 33 in number. The items describe the ability, capacity, skill, a self-perceived ability to
identify, assess, and control ones emotion and that of others. Each item’s value is coded as 1 =
Strongly Disagree; 2 = Disagree; 3 = Undecided; 4 = Agree; 5 = Strongly Agree. The scores ranged
from 33 to 165. The higher the score, the higher the emotional intelligence of the respondent. The
instrument demonstrated high internal consistency with Cronbach alpha (α) ranging from 0.87 to 0.90
for this study. To demonstrate its reliability in Ondo State, Nigeria, a two weeks test-retest reliability
coefficient of 0.78 was obtained by the researchers. The psychometric characteristic of the
questionnaire is satisfactory for the present study.
The Locus of control scale (LOCS): it was constructed by Craig, Franklin and Andrew (1984).
The Locus of Control variables are 17 in number. The items’ value are coded as 1 = Strongly Disagree;
2 = Disagree; 3 = Agree; 4 = Strongly Agree. Just like Emotional Intelligence variables, the values
were re-coded to aid simple analysis. According to Nunnally (1967), the coefficient alpha for the 17
items was.79. This demonstrated that the scale has high internal reliability. A test-retest reliability of
the scale was determined by Salami (1999) using Nigerian students. Salami (1999) reports a reliability
coefficient of.75. This correlated with Rotter’s Internal and External Control of Reinforcement Scale (r
=.67 for male and r =.67 for females). This shows that the instrument is suitable for Nigerian
respondents. To further affirm the reliability coefficient value of the scale, the researcher obtained 0.83
coefficients using a test-retest method.
Teacher Burnout Scale (TBS): It was developed by Richmond, Wrench, & Gorham (2001).
Teacher’s burnout scale items are 20 in number. Teacher’s burnout has been viewed as a condition
caused by depersonalization, exhaustion and a diminished sense of accomplishment. The symptoms of
teachers’ burnout could include: anxiety and frustration, impaired performance, and ruptured
interpersonal relationships at work and home. These could result from long period of stress. The
variables’ value are coded as 1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; and 5 =
Strongly Agree. Score between 20 and 35 means the respondent has few burnout feelings; 36-55 means
some strong feelings of burnout; 56-70 means substantial burnout feelings; and 71-80 means
experiencing burnout. The instrument demonstrated high internal consistency with Cronbach alpha (α)
ranging from 0.64 to 0.79 for this study. A two weeks test-retest reliability coefficient of 0.82 was
obtained by the researchers for the present study.

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Data Analysis
Data collected were analysed with the use of Multiple Regression Analyses. All hypotheses were tested
at 0.05 level of significance.

Results
The present study addressed two issues. The first issue was to determine the extent of the contribution
of Emotional Intelligence and Locus of Control to the prediction of burnout among secondary school
teachers. The second issue of concern was to find out the variable that made the most significant
contribution to the prediction of burnout among the teachers. The results of the data analysis that
provide answers to the research questions are presented below:

Table 1: Mean, Standard Deviation and Inter-Correlation Matrix of Variables

Variables Mean SD Emotional Intelligence Locus of Control Burnout

Emotional Intelligence 164 22.42 1
Locus of Control 48.45 10.63 .076 1
Burnout 59.98 28.81 -.160* -.483* 1
* = correlations significant at.05 level.
S.D. = Standard Deviation.

Results in Table 1 showed the means, standard deviations and inter-correlations between
emotional intelligence, locus of control and burnout among secondary school teachers.
The relationship between emotional intelligence and locus of control was positive but not
significant at 0.05 level (r = 0.076, P > 0.05). However, the results revealed significant negative
relationship between emotional intelligence and burnout (r = -.160, P < 0.05) and locus of control and
burnout (r = -.483, P < 0.05).
Using a combination of the independent variable emotional intelligence and locus of control to
predict burnout among teachers in secondary schools, the analysis of data is presented in Table 2.

Table 2: Summary of Multiple Regression Analysis between the Predictor Variables (Emotional Intelligence,
Locus of Control) and Burnout

Multiple R = 0.498
Multiple R-Square = 0.248
Adjusted R-Square = 0.243
Standard Error = 25.06

Analysis of Variance (ANOVA)

Source of variation Sum of Squares df Mean Square F-ratio Sig.

Regression 61599.829 2 30799.914 49.046 0.00*
Residual 186510.1 297 627.980
Total 248109.9 299
*Significant at P < 0.05
a. Predictors: (Constant), Emotional intelligence and Locus of Control.
b. Dependent Variables: Burnout.

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Table 2 shows the analysis of the combined effect of emotional intelligence and locus of
control on burnout among secondary school teachers in Ondo State, Nigeria. Linear regression analysis
test was conducted. Using the independent variables (Emotional Intelligence and Locus of Control) to
predict burnout yielded a coefficient of multiple regression (R) of 0.498 and a multiple regression
square (R2) of 0.25. The means 25% of the variance in burnout is accounted for by the independent
variables (EI and Locus of Control). Results in Table 2 further reveal that the analysis of variance of
the multiple regression data yielded an F-ratio of 49.046 which is significant at 0.05 level. This clearly
demonstrates that all the independent variables taken together significantly predicted teachers’ burnout.

Table 3: Relative Contribution of the Independent Variables to the Prediction.

Predictor Variables Unstandardized Coefficient Standardized r-ratio Sig.

B SEB B
Emotional Intelligence -.160 .065 -.124 2.462 .014*
Locus control -1.283 .137 -.473 9.379 .000*
* Significant at P <.05

Results displayed in Table 3 above reveal that each of the independent variables made
significant contributions to the prediction of burnout among secondary school teachers. The results
indicated that the following beta weights which represented the relative contribution of the independent
variables to the prediction were observed. Emotional intelligence (b = -0.124, t = 2.462; P <.05) and
Locus of Control (b = -0.473, t = 9.379; P <.05). Although the two variables made significant relative
contributions to the prediction of burnout, locus of control is a better predictor.

Discussion
The results above show that the effectiveness of the combination of the variables (EI and Locus of
control) in predicting burnout could not be due to chance. The relationship between the independent
variables in predicting burnout of secondary school teachers is reflected in the value of coefficient of
multiple regression (0.498) and in multiple R-square adjusted (0.243) as shown in Table 2. The F-ratio
value of 49.046 which is significant at 0.05 level further attested to the fact that the predictive capacity
of the independent variable could not be attributed to chance factor. This finding agreed with Mendes
(2003) who examined the relationship between emotional intelligence and teacher burnout on 49
credentialed secondary teachers and found that emotional intelligence correlated with burnout. In the
same vein, Ismail, et al. (2010) found that emotional intelligence significantly correlated with
occupational stress of academic employees. The finding of Chan (2006) is consistent with the outcome
of this study. The present study further corroborates the assertion of Platsidou (2009) and Bracket et al.
(2010) that emotion regulation ability and burnout are significantly related.
This outcome is not surprising because emotional intelligence governs individual’s use and
control of coping strategies within certain situation. Thus, a teacher that is emotionally intelligent
would have the ability to understand and manage moods and emotions in himself and in others thereby
contributing to the effectiveness of controlling prolonged stress resulting to job burnout. Such teacher
would possess an array of cognitive skills, capabilities and competencies that influences his ability to
cope with environmental demands, challenges and pressures
The result that Locus of Control is a significant predictor burnout among secondary school
teachers could be explained from the fact that internal locus of control individuals generally engage in
activities that would improve their present condition, striving for achievement, work hard to develop
their knowledge, skills and abilities. They are always inquisitive and try to figure out why things turn
out the way they did. They also take note of information they could use to create positive outcomes in
the future. This finding is supported by Gan, Shang & Zhang (2007) who found a significant

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relationship between external control and burnout. Adams (1999) and Smith (1997) asserted that locus
of control is a critical psychological attribute affecting teachers' job attitudes.

Conclusion and Recommendations

Based on the findings of the study, one can conclude that the ability to effectively deal with emotions
and emotional information in the schools assists teachers in controlling burnout. Furthermore, the
belief one has about the cause of his fortune or misfortune (locus of control) is a major factor
predicting burnout among secondary school teachers.
The implication is that if secondary school teachers are given adequate training and exposed to
enabling environment to develop high level of emotional intelligence burnout would be reduced if not
completely eliminated among them. In order to ameliorate the problem of job burnout among teachers
and to alleviate their psychological pressures the Teaching Service Commissions or Ministries of
Education in collaboration with each secondary school should have a well-planned training programme
for the purpose of helping teachers understand their emotions and the emotions of others, use the
information to guide their thinking and actions. Social and emotional learning should be introduced to
teacher in schools.
Furthermore, teachers should be exposed to attribution retraining programme as this would
improve their quality of life. Therefore, every teacher should have a sense of accomplishment for
him/her to perform effectively in the teaching profession. Teaching Service Commission on their part
should incorporate selection procedures that involve the use of psychological tests to select individuals
with high level of emotional intelligence and psychological well-being.
Finally, conscious efforts should be made to integrate emotional intelligence and locus of
control into the seminars organised for teachers. This should be completely handled by the counsellors
and educational psychologists working in the school setting.

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