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Abstract: (10 Views)
Background: Studies have shown that personality traits play an important role in predicting job burnout among teachers; however, the mediating mechanisms of this relationship are not yet fully understood. Psychological flexibility has the potential to act as a mediating variable by moderating the impact of personality traits on job burnout. Nevertheless, there is limited research in this area.
Aims: The present study aimed to determine the relationship between personality traits and job burnout, with psychological flexibility serving as a mediator, among elementary school teachers.
Methods: This was a descriptive-correlational study. The statistical population consisted of all elementary school teachers currently teaching in public schools in Kermanshah city. A total of 312 teachers were selected using cluster random sampling. The instruments used were the Maslach Burnout Inventory (Maslach, 1981), the Big Five Personality Traits questionnaire (McCrae & Costa, 1992), and the Psychological Flexibility questionnaire (Hayes et al., 2004). Data were analyzed using Pearson correlation tests and structural equation modeling through SPSS version 27 and Mplus version 8.3 software.
Results: The results indicated that neuroticism, extraversion, agreeableness, conscientiousness, and psychological flexibility have direct effects on job burnout; however, the direct effect of openness to experience on job burnout was not confirmed (p > 0.05). Additionally, the direct influence of the five personality traits on psychological flexibility was confirmed. The analysis of indirect relationships showed that neuroticism and conscientiousness affect job burnout through the mediation of psychological flexibility, while the indirect effects of extraversion, agreeableness, and openness to experience were not significant.
Conclusion: Based on the findings of this study, intervention programs focused on enhancing psychological flexibility can be effective in preventing job burnout and promoting the mental health of teachers. Furthermore, identifying positive personality traits such as extraversion and agreeableness can help schools create a more suitable work environment for teachers and prevent burnout.
Aims: The present study aimed to determine the relationship between personality traits and job burnout, with psychological flexibility serving as a mediator, among elementary school teachers.
Methods: This was a descriptive-correlational study. The statistical population consisted of all elementary school teachers currently teaching in public schools in Kermanshah city. A total of 312 teachers were selected using cluster random sampling. The instruments used were the Maslach Burnout Inventory (Maslach, 1981), the Big Five Personality Traits questionnaire (McCrae & Costa, 1992), and the Psychological Flexibility questionnaire (Hayes et al., 2004). Data were analyzed using Pearson correlation tests and structural equation modeling through SPSS version 27 and Mplus version 8.3 software.
Results: The results indicated that neuroticism, extraversion, agreeableness, conscientiousness, and psychological flexibility have direct effects on job burnout; however, the direct effect of openness to experience on job burnout was not confirmed (p > 0.05). Additionally, the direct influence of the five personality traits on psychological flexibility was confirmed. The analysis of indirect relationships showed that neuroticism and conscientiousness affect job burnout through the mediation of psychological flexibility, while the indirect effects of extraversion, agreeableness, and openness to experience were not significant.
Conclusion: Based on the findings of this study, intervention programs focused on enhancing psychological flexibility can be effective in preventing job burnout and promoting the mental health of teachers. Furthermore, identifying positive personality traits such as extraversion and agreeableness can help schools create a more suitable work environment for teachers and prevent burnout.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)