Background: This is a cross-sectional and analytic study on the relationship between burnout, job satisfaction, and job stress among teachers in exceptional schools of Qazvin Province in northwestern Iran.
Methodology: This was done based on Health and Safety Executive's (HSE) Management Standards for Work-related Stress, Maslach Burnout Inventory (MBI), and Herzberg's motivation-hygiene theory.Descriptive statistical tests of frequency and mean were used to analyze the obtained data statistically. Also, t-test, ANOVA, and regression tests were used to investigate the difference between the average values and the relationship between the variables.
Results: Demographic analysis showed that women and men include respectively 68% and 32% of the group under study. Statistical test results showed a significant and direct relationship between mean scores of the severity of job burnout and job satisfaction and between the frequency and severity of job burnout and job dissatisfaction. Job satisfaction and burnout negatively correlated with the dimensions of stress (p-value<0.05).Demographic analysis results revealed a significant relationship between job burnout with the variables of overtime and participants' gender. Among the studied demographic variables, job satisfaction significantly correlated with housing status, overtime, underlying disease, sex of students, and participants. There was also found a significant relationship between job stress with job experience, over time, support from family, the tendency of people to this job, and lack of recruitment opportunity, and interest in the job.
Conclusion: Failure to satisfy the motivational needs of teachers over time causes their dissatisfaction with the working process and organizational environment, which lead to job burnout and stress. Interventions to reduce stressors and strengthen the resources to deal with job burnout would be a factor for job satisfaction among the teachers.