The relationship between emotional intelligence and burnout among special education teachers in Jordan

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1 ISSN: Vol. 3 (4), pp , November, 2015 Copyright 2015 Author(s) retain the copyright of this article. International Journal of Adult and Non Formal Education Full Length Research Paper The relationship between emotional intelligence and burnout among special education teachers in Jordan Areen A.Q. Bajes Al Jadeed Majali, Saida Quftan Al Adwan, Hassan Rafi' Shaheen* and Randa Mousa Al Momani Princess Alia University College Al Balqa Applied University Accepted 10 November, 2015 The study aimed at investigating the relationship between emotional intelligence and burnout among special education teachers from their perspective and also to know the effect of teachers' gender, experience and qualification on their perspectives. The sample of the study consisted of 223 teachers, 64 males and 159 females from four governmental schools at Amman the 1 st Directorate of Education. Results shows there are statistically significant differences in teachers' perspectives about the relationship between emotional intelligence and burnout among special education teachers, it also shows that there are statistically significant differences at (α= 0.05) in teachers' perspectives due to the gender variable, and there are statistically significant differences at (α= 0.05) in the teachers' perspectives about the relationship between intellectual intelligence and achievement level of students due to experience variable and qualification variable. Key words: Emotional intelligence, burnout INTRODUCTION In the past, the Ministry of Education in Jordan primarily provided special education programs and services to students with disabilities in community or center-based educational programs, while students with sensory and physical disabilities received their education in general education classrooms and received support from regular and special education teachers (Ministry of Education, 2010). The primary function of a special education teacher in Jordan is to accept students with special needs and provide them with equal opportunities to learn. The instructor is also required to monitor the implementation of special education programs and provide periodic reports on the status of these programs and services, to participate in the meetings, training courses, workshops and special activities aimed at improving the quality and delivery of special education programs and services. Furthermore, a special education teacher is expected to conduct assessment to determine a student's level of academic performance, to perform the necessary diagnosis of the children with learning disabilities, measure the forms of disabilities and coordinate regular classes with parents, school administrators, and the educational counselor in order to identify the case and the need for joining a special resource room (Ministry of Education, 2010). In recent years, teacher stress has increasingly been recognized as a widespread problem and has become a global concern (Kim, Lee, & Kim, 2009; Chan, 2007). Almost one third of the teachers surveyed in various *Corresponding author. [email protected] Author(s) agreed that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

2 Int'l J. Adult Non Formal Educ. 095 studies around the world have reported that they regard teaching as a highly stressful job (Borg, 1990). Researchers have attempted to identify occupational stressors within the teaching environment. These include work overload, role ambiguity and conflict, pressures of the teachers' role, inadequate resources, poor working conditions, lack of professional recognition, low remuneration, lack of involvement in decision-making, lack of effective communication, staff conflicts, and student misbehavior (Kim, Lee, & Kim, 2009). Burnout is a major problem in education, teaching in particular has been identified as a stressful situation. Burnout in the teaching profession is described as similar to burnout at work in general. In a number of studies concerning teacher burnout, the latter is identified as resulting from ongoing stress (Kim, Lee, & Kim, 2009; Talmor, Reiter, & Feigin, 2005). The symptoms are mainly headaches, migraines, hypertension, nervous stomach, loss of appetite, weight loss and bowel difficulties (Alkhrisha, 2002). Friedman (2000) found that the main components of burnout among teachers are: exhaustion, a sense of lacking professional fulfillment and an attitude of depersonalization that is expressed by blaming the student. He found that the essence of burnout among teachers is the feeling of professional failure as a result of the gap between the actual feelings of personal professional competence and the ideal competence to which the teacher aspires. The personal competence of teachers relates not only to teaching tasks and interpersonal relationship between teachers and students, but also to the teacher s performance in the school organization. Talmor et al., (2005) identified several signs of burnout. They reported that the outward expressions of teacher burnout are usually extreme reactions of anger, anxiety, depression, fatigue, cynicism, guilt, psychosomatic reactions and emotional breakdown. Thus, based on this study, the trained observer should be able to easily recognize burnout. According to Schamer and Jackson (1996), burnout can cause teachers to develop negative attitudes towards students and lose their idealism, energy, and purpose. Furthermore, it can make teachers behave rigidly and show an overly tough attitude towards their students, and have negative and low expectations of students, and they may feel exhausted, emotionally and physically, and show low levels of involvement in teaching or concern for their students( Hoffman, Palladino, & Barnett, 2007). Significance of the Study An increasing number of employers have begun to recognize that competencies associated with emotional intelligence are crucial in a workplace (Cherniss & Goleman, 2001). Emotional intelligence is commonly defined as the ability to sense, understand and effectively use the power of emotions to guide, motivate and even influence others. Emotional intelligence in the form of emotional adaptability and agility is essential to enhance personal and leadership qualities. According to Goleman (2000) the rules for work are changing (p. 1) and performance is rarely judged by one s ability to complete a task but by the ability to empower oneself and others. Statement of the Problem Emotional intelligence is the set of abilities that individuals use to apply, manifest and embody emotional resources, values and qualities in ways that enhances their daily functioning and well-being (Amram 2000) This type of intelligence may affect teachers and cause burnout, in order to investigate this; the researcher conducted this study and distributed questionnaires among teachers in Amman the 1 st Directorate of Education. Purpose of the Study The purpose of this study is to investigate the relationship between emotional intelligence and burnout among special education teachers from their perspective, and also to know the effect of teachers' gender, experience and qualification on their attitudes. Questions of the Study 1- Is there a relationship between emotional intelligence and burnout among special education teachers from their perspective? 2- Are there any statistically significant differences in the perspectives of the teachers due to their gender (Male, Female)? 3- Are there any statistically significant differences in the perspectives of teachers due to their experience (less than 5 years, 5 years or above)? 4- Are there any statistically significant differences in the perspectives of teachers due to their qualification (Bachelor degree, master degree or PhD)? Limitations of the Study This study is limited to teachers in Amman the 1 st Directorate of Education in the academic year 2013/2014. LITERATURE REVIEW Platsidou and Agaliotis (2008) reported average to low levels of burnout among special education teachers in Greek. They found teacher burnout may be caused by various factors, including excessive work, work conditions and low satisfaction with prospects of promotion and pay. Kokkinos (2007) investigated the association between burnout and job stressors among primary school teachers. The conclusions of the investigation indicate that managing students' misbehavior, teachers' appraisal

3 Majali et al. 096 by students' work load, and the time constraints are predictors of dimensions of burnout. Researchers have identified several factors that contribute to the teacher burnout syndrome. Of importance to teachers, particularly special educators are performance of custodial and managerial tasks, excessive amount of direct contact with children, a perceived lack of job success, program structure, and work overload (Sari, 2004; Friedman, 2000). Teacher burnout may be caused by various factors, including excessive work, lack of administrative and parental support, inadequate salaries, disciplinary problems, lack of students' interest, overcrowded classrooms, and public criticism of teachers and their work (Sari, 2004). In other studies (Hoffman, Palladino, & Barnett, 2007; Kokkinos, 2007; & Friedman, 1995), it has been found out that burnout among teachers is often caused by high levels of prolonged stress related to inordinate time demands, large class size, lack of recourses, role ambiguity, lack of support, involvement in decision making, and student behavioral problems. According to Alkhrisha (2002), major sources of stress of Jordanian teachers are workload, low salary, lack of self-esteem, lack of inservice training opportunities, lack of access to new information and knowledge. Also, this study found that demographic variables are the major sources of teacher burnout. In addition, some demographic variables, such as age, marital status, experience and sex, were found to be related to burnout (Kokkinos, (2007); Alkhrisha, 2002). METHODOLOGY Population of the Study The population of the study consisted of all teachers in Amman the 1 st Directorate of Education Sample of the Study The sample of the study consisted of 223 teachers, 64 males and 159 females from four governmental schools at Amman the 1 st Directorate of Education. Instrument of the Study A questionnaire was distributed among the teachers in four governmental schools and this questionnaire was designed by the researcher herself, it consisted of 25 items. Many variables were included such as the gender of the teacher, experience and qualification. Reliability of the Instrument To ensure the questionnaire reliability, the researcher applied it to a pilot sample of (20) teachers excluded of the study sample in the same schools from which the sample was chosen with a one month period between the first and second time it was distributed. The reliability of the questionnaire was calculated using correlation coefficient and it was found 0, 87 which is suitable to conduct such a study. Procedures of the Study A questionnaire about teachers' perspectives about the relationship between emotional intelligence and burnout among special education teachers was given to 223 teachers (64 male, and 159 female). After that the researcher collected the questionnaires and collected data, and then this data was analyzed statistically. Statistical Analysis The results were analyzed for the items in the questionnaire using suitable statistical methods such as mean and standard deviation. The researcher also used figures to clarify the results more. FINDINGS OF THE STUDY The purpose of this study is to investigate the relationship between emotional intelligence and burnout among special education students from their perspective, and also to know the effect of teachers' gender, experience and qualification on their attitudes. A questionnaire was distributed among 223 teachers, 64 males and 159 females from four governmental schools at Amman 1 st Directorate of Education. Means and standard deviations and T-test were used to analyze the results. To answer the first question about teachers' perspectives about the relationship between emotional intelligence and burnout among teachers: Is there a relationship between emotional intelligence and burnout among special education teachers from their perspective? A questionnaire was distributed among them and means and standard deviation were calculated. Results were shown in Table 1 Table 1 shows there are statistically significant differences in teachers' perspectives about the relationship between emotional intelligence and burnout. It shows the results of the questionnaire which was distributed among (223) teachers about their attitudes towards the relationship between emotional intelligence and burnout. Means and standard deviations were calculated and results show that question 20 got the highest mean which was (4.45); question 11 comes next with a mean of (4.39). Standard deviation for question 20 was (0.863) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for question 11 was nearly the same; it was (0.975) which is also statistically significant. It is clear in the Diagram 1 that the mean of question 20

4 Int'l J. Adult Non Formal Educ. 097 Table 1: Teachers' perspectives about the relationship between emotional intelligence and burnout among special education teachers Mean Std. Deviation Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q QALL

5 Majali et al Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Diagram 1: Teachers' perspectives about the relationship between emotional intelligence and burnout was the highest mean, question 11 comes next. The mean of the (1, 2, 16, 19 and 21) are nearly the same, so teachers' attitudes towards the relationship between emotional intelligence and burnout are negative attitudes. To answer the second question about teachers' perspectives and their gender: Are there any statistically significant differences in the perspectives of the teachers due to their gender (Male, Female)? Means and standard deviations were computed and Table 2 shows the results. Table 2: Means, standard deviations and t-test according to gender variable Std. Sig. (2- gender N Mean Deviation t df tailed) statistically significant differences due to gender variable in favor of females Male Female Male Female Diagram 2: Means, standard deviations and t-test according to gender variable Table 2 shows there are statistically significant differences due to gender variable. It shows the results of the questionnaire which was distributed among (223) teachers about their perspectives about the relationship between emotional intelligence and burnout. Means and standard deviations were calculated and results show that female teachers got a higher mean than male teachers which was (3.67, and 3.49) respectively; this indicates that gender have an effect on teachers' perspectives. Standard deviation for female teachers was (0.533) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for male teachers was lower; it was (0.473) which is also statistically significant. So, Table 2 shows there are Diagram 2 shows that male teachers got lower positive perspectives about the relationship between emotional intelligence and burnout than female teachers. To answer the third question about teachers' perspectives and experience: Are there any statistically significant differences in the perspectives of teachers due to their experience (less than 5 years, 5 years or above)? Means and standard deviations were computed and table 3 shows the results. Table 3 shows there are statistically significant differences due to experience variable. It shows the results of the questionnaire which was distributed among (223) teachers about their perspectives about the relationship between emotional intelligence and burnout. Means and standard deviations were calculated and

6 Int'l J. Adult Non Formal Educ. 099 Table 3: Means, standard deviations and t-test according to experience variable Std. Sig. (2- Experience N Mean Deviation t Df tailed) Less than years 5 years or above results show that teachers whose experience less than 5 years got a higher mean than teachers whose experience above 5 years which was (3.70, and 3.44) respectively; this indicates that experience have an effect on teachers' perspectives. Standard deviation for teachers whose experience less than 5 years was (0.446) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for teachers whose experience above 5 years was higher; it was (0.625) which is also statistically significant. So, Table 3 shows there are statistically significant differences due to experience variable in favor of less than five years statistically significant differences in the perspectives of teachers due to their qualification (Bachelor degree, master degree or PhD)? Means and standard deviations were computed and Table 4 shows the results. Table 4 shows there are statistically significant differences due to qualification variable. It shows the results of the questionnaire which was distributed among (223) teachers about their perspectives about the relationship between emotional intelligence and achievement level. Means and standard deviations were calculated and results show that Master and PhD degree teachers got a higher mean than Bachelor degree teachers which was (3.69, and 3.61) respectively; this indicates that qualification have an effect on teachers perspectives. Standard deviation for Master and PhD degree teachers was (0.244) which is higher than (α 0, 05) so it means that it is statistically significant. Standard deviation for Bachelor degree teachers was higher; it was (0.559) which is also not statistically significant. So, table 4 shows there are statistically significant differences due to qualification variable in favor of Master and PhD degree teachers. So, table above shows there are statistically significant differences in teachers' perspectives due to qualification variable in favour of Master and PhD degree teachers. Table 4: Means, standard deviations and t-test according to qualification variable Std. Sig. (2- Qualification N Mean Deviation t Df tailed) less than 5 years 5 years or above Diagram 3: Means, standard deviations and t-test according to experience variable Bachelor 18 degree Diagram 3 shows that teachers whose experience is less than 5 years got more positive perspectives about the relationship between emotional intelligence and burnout than teachers whose experience 5 years or above. To answer the fourth question about teachers' perspectives and their qualification: Are there any Master degree and PhD

7 Majali et al Bachelor Degree Master and PhD degree Diagram 4: Means, standard deviations and t-test according to qualification variable Diagram 4 shows that Master and PhD degree teachers got more positive perspectives about the relationship between emotional intelligence and burnout than Bachelor degree teachers. CONCLUSION Emotional values are important to the growth of students and have meaning far beyond the scope of one achievement test score. Educators need to embrace all factors that may influence academic success. While students in schools are failing to keep pace with their global counterparts, educators keep investigating and trying new things, but seem constrained to consider anything in the realm of the spirit. Educators are exposed to high stress specially those working in special education, they are, as a result, exposed to burnout. There is a little wonder that teachers remove themselves from controversial curricular options. In an effort to reverse this downward trend, further research to explore and to identify causes and possible solutions of feeling of depression and burnout are a must. And if that journey includes the emotional intelligence, teachers may be the greatest winners in this discussion. REFERENCES Alkhrisha M (2002). Burnout among a selective sample of American and Jordanian teachers. Dirasat, Educational Sciences, 29(2), Amram Y (2007). The seven dimensions of spiritual intelligence: Paper presented at the 115th Annual Conference of the American Psychological Association, San Francisco, CA. Borg M (1990). Occupational stress in British educational settings: A review. Educational Psychology, 10, Chan, D. (2007). Burnout, self-efficacy, and successful intelligence among Chinese prospective and in-service school teachers in Hong Kong. Educational Psychology, 27, Friedman I (2000). Burnout: shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, Friedman I (1995). Student behavior patterns Contributing to teacher burnout. The Journal of Educational Research, 84, Goleman D (2000). An EI-based theory of performance, In D. Goleman, & C. Cherniss (eds.), the Emotionally Intelligent Workplace: How to Select for, Measure and improve emotional intelligence in individuals, Groups, Organizations. San Francisco, CA: Jossey-Bass Hoffman S, Palladino J & Barnett J (2007). Compassion Fatigue as a theoretical framework to help understand burnout among special education teachers. J. Ethnograph.& Qual. Res., 2, Kim Mi, Lee J & Kim J (2009). Relationships among burnout, social support, and negative mood regulation expectancies of elementary school teachers in Korea. Asia Pacific Educ.Rev.10, Kokkinos C (2007). Job stress, personality and burnout in primary school teachers. Br. J. Educ. Psychol., 77(1), Ministry of Education. (2010). The Educational System in United Arab Emirates. Platsidou M & Agaliotis I (2008). Burnout, Job Satisfaction and Instructional Assignment-related Sources of Stress in Greek Special Education Teachers. Int l J. Disab., Deve. Educ., 55(1), Sari H (2004). An analysis of burnout and job satisfaction among Turkish special school headmasters and teachers, and the factors effecting their burnout and job satisfaction. Educational Studies, 30(3), Schamer L, Jackson M (1996). Coping with stress. Common sense about teacher burnout. Education Canada, 36(2), Talmor R, Reiter S & Feigin N (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20(2),