Psychological Burnout in Early Childhood Teachers: Levels and Reasons

Abstract

The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school, academic specialization, social status, and age. This study aims to identify the major causes of psychological burnouts from the teachers’ perspectives. The researchers used both qualitative and quantitative approaches. In addition, the study sample consisted of 96 female teachers from all the kindergarten schools in Al-Salt educational directorate. The researchers were applied Maslach quantitative scale. Consequently, 8 female private kindergarten school teachers were interviewed. The main results showed that moderate to high levels of psychological burnouts are present. Thus, this is accompanied with statistical differences according to the type of kindergarten school and social status. No statistical differences recorded regarding academic specialization and age. The results also showed that work pressure, low income, and the management relationship with the parents are some of the main causes of psychological burnouts. The researchers recommended conducting more studies in order to reduce the reasons leading to psychological burnouts among teachers in general.