A Typology of Burnout among Korean Teachers

Autor/inn/en	Jin, Yuan Ying; Noh, Hyunkyung; Shin, Hyojung; Lee, Sang Min
Titel	A Typology of Burnout among Korean Teachers
Quelle	In: Asia-Pacific Education Researcher, 24 (2015) 2, S.309-318 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-014-0181-6
Schlagwörter	Classification; Teacher Burnout; Middle School Teachers; Measures (Individuals); Discriminant Analysis; Teacher Surveys; Foreign Countries; Secondary School Teachers; South Korea; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrende; Messdaten; Diskriminanzanalyse; Ausland; Korea; Republik
Abstract	The current study aims to identify a typology of burnout in Korean school teachers and also examines the discriminant variables that contribute to burnout group's differences. A total of 345 Korean school teachers in middle and high school participated in this study. Each participant filled out a Korean version of the Maslach Burnout Inventory-Educator Survey and Mini-Markers, which is a simplified version of the Goldberg Unipolar big-five questionnaire. First, cluster analysis was performed to identify the types of Korean teacher burnout using the SPSS software. Three types of burnout were identified among the Korean teachers, these being; (a) the "Laissez-Faire" teacher, (b) the "Well-Adjusted" teachers, and (c) the "Distressed" teachers. Next, descriptive discriminant analysis was performed to examine the discriminant variables differentiating the burnout groups. The results indicated that the "Well-Adjusted" group of teachers obtained higher scores on particular factors, such as extraversion, conscientiousness, and agreeableness than the "Laissez-faire" group and the "Distressed" group of teachers. In addition, the "Distressed" group of teachers obtained lower scores on the emotional stability factor than the "Well-Adjusted" group as well as the "Laissez-Faire" group of teachers. We conclude our study with both the implications and a few notes about the limitations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01