Document Type : Research Article

Authors

• rouhollah rahdar ¹
• maryam zare ²
• mehdi rahimi ³

¹ Master of Educational Psychology, Yazd University, Yazd. Iran

² Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran.

³ Yazd University

Abstract

Introduction
Burnout develops gradually as a result of extensive and prolonged work-related stress .This study aimed to obtain a better understanding of the relationship between the perceived fit between teachers and work environment with socio-contextual burnout through the mediating role of teachers' proactive strategies (self-regulatory and co-regulatory) in the academic year of 2021-22 .
Method
The present study was conducted using a correlational design and structural equation modeling. To this purpose, 386 teachers were selected from 36 girl and boy elementary, middle and high schools using multi-stage cluster sampling. To collect data, the Proactive Strategies Scale and the Socio-Contextual Teacher Burnout Inventory (STBI) and the role of perceived fit between teachers and work environment developed by Pietarinen et al. (2013) were used.
Results
Findings obtained from structural equations in Amos suggested that the perceived fit between teachers and work environment (received professional recognition and productive and capable work environment) negatively predicts socio-contextual teacher burnout in both models through the mediating role of self-regulation (-0.58) and co-regulation (-0.35) and the mediating role of self-regulation and co-regulation with burnout was (0.09) and (-0.28) respectively. On the other hand, the perceived fit between teachers and work environment significantly predicted teachers' proactive strategies (self-regulation (0.61) and co-regulation (0.65)).
Discussion
Results suggested that proactive strategies are associated with a lower risk of experiencing socio-contextual burnout. This association lies in this fact that learning and using these strategies depends on the social interactions of schools where the teachers work. Therefore, they can potentially be promoted and stabilized. So, teachers can learn various strategies which help them reduce job burnout and create a more appropriate work environment.
Keywords: Teachere-working environment fit; Proactive Strategies; Teachers' Socio-contextual Burnout; Zahedan Schools.
Keywords: Teachere-working environment fit; Proactive Strategies; Teachers' Socio-contextual Burnout; Zahedan Schools.
Keywords: Teachere-working environment fit; Proactive Strategies; Teachers' Socio-contextual Burnout; Zahedan Schools.

Keywords

• Teachere-working environment fit
• Proactive Strategies
• Teachers' Socio-contextual Burnout
• Zahedan Schools

Main Subjects

• Educational Psychology