The influence of demographic factors on teachers’ burnout in government junior and secondary schools of Areka Town, South Ethiopia

This study addressed the phenomenon of teachers’ burnout in its three dimensions, explaining emotional exhaustion, depersonalization, and lack of personal accomplishment. Understanding the status of teachers’ burnout in relation to demographic variables is important for improving classroom learning conditions and advancing the school environment. This study reports on how demographic variables (sex, age, educational qualification, teaching experience, school level, and marital status) contribute to exploring the burnout rate of teachers on the job.The purpose of this study was to investigate the influence of demographic factors on teaching staff burnout in Government junior and secondary schools of Areka Town. To attain this purpose, a correlation design was used. The target population of this study is the government junior and secondary school teachers. All 200 teachers in the four government junior and secondary schools were employed; however, 160 (80% response rate) teachers returned for the study in which a questionnaire was administered in a face-to-face manner by the researchers. Census sampling technique was employed. A likert-type scale questionnaire on teachers’ burnout was used. The study used a correlational design with a sample of teachers (along with the number of valid respondents) as well as MBI instruments and demographic questionnaires, then the analysis was carried out with descriptive and inferential statistics in general. The findings showed that sex and qualification of teachers as demographic variables appeared to have negative and statistically significant relation to emotional exhaustion and depersonalization. It was concluded that those male teachers, more qualified and aged staffs and those teaching at secondary school levels were likely to experience low burnout compared to their counter parts respectively. Improving the school environment and socio economic levels of teachers, appropriate interventions with relatively lower qualification staffs, younger teachers and those teaching in junior secondary schools were potential recommendations.