Relationship of Workaholism with Stress and Job Burnout of Elementary School Teachers

Abstract

Teachers voluntarily devote a lot of time to their vocational activates. This can lead to workaholism and may result in stress and job burnout. The main objective of the current study is to examine the relationship of workaholism with stress and job burnout of elementary school teachers in Zahedan. This is a descriptive-correlational study. The sample includes 350 elementary school teachers in Zahedan whom are selected through applying stratified random sampling method and are examined using questionnaires on workaholism, occupational stress, and job burnout. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis are applied using SPSS21. Teachers’ mean scores on workaholism, stress and job burnout are higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) are significantly and positively related to job burnout and occupational stress ( p < 0.01 ). The results of simultaneous multiple regression analysis indicate that components of workaholism can predict teachers’ occupational stress and job burnout ( p < 0.05 ). Considering the results, holding training courses for teachers to become familiar with the phenomena of workaholism, stress, and job burnout, individual and organizational outcomes, methods of dealing with them and managing them effectively is highly recommended.