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Maslash)
Abstract
The present study aimed to know the differences in the level of
psychological burnout among teachers of learning difficulties
and teachers of ordinary students in a Jordanian sample in light
of some variables (teacher’s type, gender, experience, and
educational qualifications). Sample of the study consisted of
(50) teachers of learning difficulties and (50) teachers of
ordinary students from Zarqa’ governorate in Jordan. In the
study, Maslash scale of psychological burnout was used. The
results showed that the level of psychological burnout among
teachers of students with learning difficulties and teachers of
ordinary students were moderate. The results showed a presence
of a statistically significant in the level of psychological burnout
due to the variable teacher’s type in favor of teachers of learning
disabilities. Whereas, the results showed a lack of statistically
significant in the level of psychological burnout due to the sex
variable except for the area of lack of the sense of
accomplishment in favor of male teachers. While differences on
the variables of experience and qualifications, did not show
anystatistically significant. In light of these findings the study
recommended a set of recommendations.
Key words: of psychological burnout, learning difficulties
and teachers of ordinary.
Freudenberger
BurnoutFreudenberger
Maslash, 1977
Berlman & Hartiman,1982
, 2007Coban & Demir
Wachter,
Clemens, Lewis, 2008
Maslash)
Maslash)
:
Bollman, 1994
.
(Jack and Jill, 2003
(Sari, 2004)
Wilkerson & Bellini, 2006
Shrink, 1996
.
(Platsidou & Agaliotis, 2008)
)
–
(
)
(Combs, Edmonson and Jackson,
2009)
Margaret, 2010
Page, 2011
1-
Maslash)
Maslash)
2-
3-
test-re-test
Pearson Corolation
Cronbach’s Alpha
SPSS
.
4.06
.373
3.96
.457
2.95
.185
3.60
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4.06
2.95
3.60
Bollman, 1994
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2.98
.251
2.61
.563
2.08
.633
2.60
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2.082.98
2.98
2.61
2.08
2.60
Bollman, 1994
50
4.06
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15.182
98
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50
2.61
.563
50
2.95
.185
-.774
98
.441
50
2.98
.251
50
3.96
.457
16.969
98
.000
50
2.08
.633
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3.60
.209
19.403
98
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50
2.60
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31
3.22
.806
-.945
98
.347
69
3.39
.897
31
3.04
.200
2.298
98
.024
69
2.93
.222
31
2.84
.952
-1.095
98
.276
69
3.10
1.144
31
3.04
.468
-.746
98
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69
3.13
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24
3.42
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.517
98
.606
76
3.31
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24
2.94
.197
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98
.560
76
2.97
.227
24
2.97
1.047
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98
.809
76
3.04
1.110
24
3.10
.548
.027
98
.978
76
3.10
.574
Wilkerson & Bellini, 2006
77
3.35
.848
.296
98
.768
23
3.29
.958
77
2.96
.223
-.002
98
.998
23
2.96
.213
77
2.98
1.094
-.695
98
.489
23
3.16
1.088
77
3.09
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-.251
98
.803
23
3.13
.594
(Platsidou &
Agaliotis, 2008)
(Sari, 2004)
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