Studies
on Work Engagement and burnout.

            
Study led by Laura Bermejo-Toro, Maria Prieto-Ursua and Vicente
Hernandez (19 Jan 2015) on ‘personal
and job resources involved in teacher burnout and engagement’ studied burnout
in teachers of Madrid (Spain) . Sample size was 413 teachers. They were taken
from 47 elementary, primary and secondary schools. Findings proved that
engagement has its influence on burnout. The study focused to make a model of
teacher wellbeing keeping in mind not only job resources but also personal
resources.

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             Another
study directed by Mojsa-kaja, Justyna Golonka, Krystyna Marek and Tadeusz
(2015) on the topic ‘Job burnout and engagement on teachers Work life areas and personality
traits as predictors of relationships with work’ focused on burnout as a result
of certain personality type. The participants were 205 teachers (Poland).
MBI ,Work Life Scale, were distributed to participants. Results showed
exhaustion is influenced due to organizational and personal variables.
Individuals who showed burnout symptoms had discrepancy between oneself and the
work setting.

             
Research initiated by G A M Blokland (2007) on ‘Burnout and Work
Engagement in South African Teachers’ assessed the levels of burnout and
engagement of 216 teachers using MBI, UWES, ASSET and Neo Five Factor
Inventory. Findings prove Personality variables played a role in determining
engagement and burnout. The study concludes with the link of personality
characteristics and demographic factors that play a role in burnout and
engagement levels.

             A
research by JariHakanen, Arnold Bakker and Willmar B Schaufeli(2005), on the
topic ‘burnout and work engagement among teachers’ validated that employees who
lacked job resources had lower levels of engagement and that these employees
had high levels of burnout symptoms. The participants were 2038 Finnish
teachers that were randomly selected. The hypothesis was framed keeping in mind
the job demand resources model. They suggested that there are two processes
energetical and motivational. The energetical process showed to be more
noticeable that is employees who lacked job resources had lower levels of engagement
and that these employees had high levels of burnout symptoms.

Studies
on Personality (Type A and Type B) and Burnout.

                        A study led by
ShumailaNaz, Dr. Cai Li, Shabnam Khan, and Hira Salah ud din Khan (august
2017), on ‘Comparative Analytical Study of Teachers’ Personality Type (A and B)
to Study the Consequences of Ostracism’, focused on the association of
workplace ostracism and burnout keeping in mind the role of type A or type B
personality. The participants included for the study were 300 teachers. Results
showed a good relation between ostracism and burnout. While type A personality
strengthens this relationship of ostracism and burnout. Ostracism was chosen as
the independent variable, burnout and personality traits as dependent
variables. The study recommends for programs to be conducted for type A
individual’s as they are more prone to the effects of ostracism.

                
A study on, “Type-A Behavior, Job Performance, and Well-Being in
Teachers”, by Muhammad Jamal and Vishwanath V. Baba (July 2001) studied the
link between type A personality, job functioning and wellbeing of teachers
(Canada). Wellbeing was looked upon in terms of burnout symptoms, intention to
quit and work satisfaction. Questionnaires were distributed to 420 teachers.
Results showed that type A behavior was not linked to job functioning (number
of hours taught, strength of the class etc.) but was associated with burnout
and intentions to quit the job.

           
A study initiated by Mazur, Pamela
J. Lynch,
and  Mervin D. (1989), on ‘Differential impact of administrative, organizational, and
personality factors on teacher burnout’, examined the connection of
headmistress/ headmaster leadership pattern, the management, tutors personality
traits and its relation with burnout. The participants chosen were 200 public
high school teachers. Four personality questionnaires and three subtests of MBI
were distributed. Results proved that headmistress/ headmaster leadership
pattern did not have an influence on burnout. The role of the management did
play a role in burnout. Personality traits (A or B) were forecasters of
burnout.

           
A research led by Ronald J. Burke
and Esther R. Greenglass (1995), focused on ‘Job stressors, Type A
behavior, coping responses, and psychological burnout among teachers’.
Questionnaires were distributed and data was obtained from 473 teachers and
school administrators. It was proved that Type A personality, job Strains and coping
mechanisms were associated with burnout.

                     Another study conducted on the topic,’
Burnout syndrome and Type-A behavior in nurses and teachers in Sicily’,
directed by Gioacchino Lavanco (November
1997), proved that individuals who were type A had high scores on burnout. The
sample used for the study was 50 teachers (26 working in high
school and 24 in junior high school)
and 50 nurses. Both the professions comprised of 19 men and 31 women. MBI and
Adult and Adolescent Type A behavior scale along with job satisfaction scale
was administered to all the participants. Findings proved that type A
individuals showed symptoms of burnout and had less scores on job satisfaction.

           Christina Maslach  and Michael P. Leiter(1976)
defines burnout as, ‘ a state of emotional, mental, and
physical exhaustion caused by excessive and prolonged stress. According to a
study conducted by Brown,
M. and Ralph, S. (1998), on the topic ‘The identification of stress in teachers’,
they concluded that, Type A individuals who are hard-working, hurried, anxious,
self-assured and hostile is more at risk for stress, while Type B individuals,
are gentler, peaceful, and relaxed and has lower levels of stress. Therefore,
type A individuals are at great risk to experience burnout.