Depersonalization

Thisstudy provided a comprehensive model for identifying and explaining factors affecting burnout of faculty members. In this study, a descriptive-exploratory method with in-depth interviews were used. It was an applied, quantitative and non-experimental research. The instrument was a researcher-made questionnaire whose items were identified based on the review of secondary sources  as well as semi-structured and structured interviews. Structural equation modeling was used to analyze findings. The results showed that all identified factors included emotional exhaustion, decrease in success, depersonalization, organizational factors, demographic factors, individual factors, organizational indifference, quality of working life, organizational commitment, occupational performance and flattening had an effect on burnout. The results showed that among the identified factors, emotional exhaustion had the most effect on the burnout of faculty members.

The male-female differences in burnout and its possible effect on EFL teachers’ performance has not received much attention in the literature of burnout. To address this issue, the researchers conducted this study to investigate the effect of burnout and, more specifically, its three subcomponents–Emotional, Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA)–on the teaching performance of male and female EFL teachers in an L2 teaching/learning context. The participants of this study were 30 (15 males and 15 females) English teachers of five private language institutes and 150 students of the same teachers. The data were collected through the Maslach Burnout Inventory-Educator Survey (MBI-ES) and Characteristics of Successful Iranian EFL Teachers Questionnaire. Multiple regression analysis, independent-samples t test and descriptive statistics were used in the data analysis process. The results showed that burnout does not influence the teachers’ performance in a significant way. Additionally, it was revealed that there was no significant difference between the levels of burnout in male and female teachers. The findings challenge the common belief that burnout can greatly affect the teachers’ performance and that female teachers are more likely to experience burnout than male teachers, revealing instead that burnout does not significantly affect the performance of teachers and there is no significant difference between male and female teachers in their levels of burnout.