Purpose

This study aims to examine the correlates of burnout among primary school teachers working with public schools in Chhattisgarh-India.

Design/methodology/approach

Data were collected from 713 teachers using a questionnaire survey. Using partial least square path modeling, this study tests the proposed measurement and structural model.

Findings

The study confirmed that general job demands and emotional job demands in a school environment significantly correlated with burnout, which, in turn, has increased somatic symptoms and decreased pro-social behavior among teachers. However, the association of burnout with absenteeism was insignificant. Emotional intelligence (EI) was found to buffer the adverse associations of general job demands and emotional job demands on burnout.

Practical implications

The findings of this study demonstrate that EI has buffering effects on high job demands that consequently reduce burnout. This will help educators and policymakers in shaping and formulating effective policies and practices to deal with burnout.

Originality/value

Earlier studies exploring burnout of primary school teachers, especially in the Indian context, had focused exclusively on demographic factors. This study is an early attempt to understand the impact of contextual factors on burnout thereby helping in designing appropriate interventions thereof. This study additionally rationalizes the unexplored association of burnout with pro-social behavior among educators.

中文翻译：

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印度小学教师倦怠的相关性

目的

本研究旨在检查印度恰蒂斯加尔邦公立学校小学教师职业倦怠的相关性。

设计/方法/方法

使用问卷调查从 713 名教师那里收集数据。使用偏最小二乘路径建模，本研究测试了所提出的测量和结构模型。

发现

该研究证实，学校环境中的一般工作需求和情感工作需求与倦怠显着相关，而倦怠反过来又增加了教师的躯体症状并减少了亲社会行为。然而，倦怠与旷工的关联并不显着。情商 (EI) 被发现可以缓冲一般工作需求和情绪化工作需求对倦怠的不利关联。

实际影响

这项研究的结果表明，EI 对高工作要求具有缓冲作用，从而减少倦怠。这将有助于教育工作者和政策制定者制定和制定有效的政策和实践来应对职业倦怠。

原创性/价值

早期探索小学教师职业倦怠的研究，特别是在印度的背景下，只关注人口因素。这项研究是了解情境因素对倦怠影响的早期尝试，从而有助于设计适当的干预措施。这项研究还合理化了教育工作者中职业倦怠与亲社会行为之间未被探索的关联。