Authors
Abstract
The purpose of this research was to study the relationship between school climate and burnout of physical educators in Rasht city. Subjects included 134 physical educators of Rasht city (sample=population). They were evaluated with two standard questionnaires: Organizational Climate Description Questionnaire (OCDQ-RS) with high validity (?=82%) and Maslach Burnout Inventory (MBI) with high validity (?=85%). The data were analyzed by Spearman correlation coefficient and U Mann-Whitney test (P<0.05). The results showed a significant negative relationship between school climate and burnout (r = -0.27, P<0.01), between school climate and its dimensions (engaged teacher behavior, intimate teacher behavior and supportive principle behavior) (r = -0.26, P<0.01) and between school climate and job burnout (r = -0.26, P<0.01), but a significant positive relationship between principals' directive behavior and burnout (r = 0.32 , P<0.01) and between teachers' hopeless behavior and burnout (r = 0.28, P<0.01). Also, a significant negative relationship was observed between open school climate and emotional exhaustion (r = -0.45, P<0.01) and between open school climate and depersonalization (r = -0.58, P<0.01). There was a significant positive relationship between open school climate and personal accomplishments (r = 0.78, P<0.01). So, it is necessary to pay sufficient attention to open school climate in order to reduce stress and burnout of physical educators.
Keywords
)