an analytic study on factors of job burnout in working folks grammar school system

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An analytical study on Factors of Job Burnout in

Working Folks Grammar Schools System

A REPORT

SUBMITTED TO THE DEPARTMENT OF MANAGEMENT SCIENCES,

VIRTUAL UNIVERSITY OF PAKISTAN

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

THE DEGREE OF MBA (2.5 YEARS) (EQUIVALENT TO MS)

Submitted By

JAMAL SHAH

mc110203190

Department of Management Sciences,

Virtual University of Pakistan

2013

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Dedicated

to

My PARENTS

Who have always encouraged me in my studies and persuaded me to get excellence in

education which I am still striving for.

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Acknowledgement

First of all I am thankful to ALLAH the ALMIGHTY, the most beneficial

and merciful who gave me the courage to finish my project.

Secondly, I wish to express my gratitude to my research supervisor for his

constructive advice, directions, comments, support and professional

guidance. I am also extremely thankful to all the authors of the references

in my project.

Finally, the prayers from my family members played an important role in

the completion of the project. Without their moral and financial support it

would have been impossible for me to write this project report. Especially

I extend gratitude to my brothers Dr. Zakir Shah and Zahid Shah for their

valuable guidance and assistance.

Thanks to all my teachers and friends for providing me timely assistance

in completion of this project.

Jamal Shah

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Abstract

Early researches indicate that the main reasons of job burnout were

i) emotional exhaustion, ii) depersonalization and iii) reduced personal

accomplishments. Many researches conducted in different parts of the

world showed that factors of job burnout may include stressed working

environment, job overload, pay & reward, fairness and value. In addition

age, gender, marital status, and experience were also considered some

factors of job burnout among employees in an organization. This study

investigated the reasons behind the job burnout and collected data through

self-developed questionnaires from teachers working in Working Folks

Grammar Schools system in district Mardan. Collected data was then feed

into MS Excel worksheets to find out percentage, mean value and overall

mean value. After analysis of the data it was realized that respondents

were interested in teaching as profession. The subjects were still found

under an unkind level of stress during their work at school. Results

showed that the factors of job burnout were found to be job overload, lack

of mutual support, higher expectations from the job, and less leisure times

during work among teachers working the selected schools. Researcher

recommends that school time should be flexible with more focus on extra-

curricular activities. Supervisors should be friendly towards teachers

working under their surveillance. Family friendly events should be

celebrated in the schools in which all employees participated without

concerning their positions. This will promote social relationship between

the employees in the same institutions.

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Table of Contents

S # Acknowledgment

Abstract Page #

1 Chapter 1

1.1 Introduction …………………………

1.2 Background …………..……..………

1.3 Introduction of the organization

1.4 Objectives …………………..………

1.9 Significance ………….……..………

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2 Chapter 2

Literature Review

2.1 Job burnout …………………………

2.2 Job burnout in Educational Institutions

2.3 Job burnout in Pakistani Institutions/

Organization …………………………….

2.4 Factors of job burnout ………………

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3 Chapter 3

Methodology

2.1 Data Collection Sources……..…..…

2.2 Data Collection Tools/ Instruments...

2.3 Subjects/ Participants……..…..…….

2.5 Data Processing & Analysis……..….

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4 Chapter 4 Data Analysis

4.1 Summary …………………………...

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5 Chapter 5

Conclusion, Recommendations &

Limitations

5.1 Conclusion …………………………

5.2 Recommendations …………………

5.2 Limitations …………………………

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6 References

Appendixes 40

42

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List of Illustrations

Table No. 1 ……………………………………. 21

Table No. 2 ……………………………………. 21

Table No. 3 ……………………………………. 22

Table No. 4 ……………………………………. 22

Table No. 5 ……………………………………. 22

Table No. 6 ……………………………………. 23

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Table No. 9 ……………………………………. 24

Table No. 10 ………………………………….. 24

Table No. 11 ………………………………….. 24

Table No. 12 ………………………………….. 25

Table No. 13 ………………………………….. 25

Table No. 14 ………………………………….. 25

Table No. 15 ………………………………….. 26

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Table No. 18 ………………………………….. 27

Table No. 19 ………………………………….. 27

Table No. 20 ………………………………….. 27

Table No. 21 ………………………………….. 28

Table No. 22 ………………………………….. 28

Table No. 23 ………………………………….. 28

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Table No. 26 ………………………………….. 30

Table No. 27 ………………………………….. 30

Table No. 28 ………………………………….. 31

Table No. 29 ………………………………….. 31

Table No. 30 ………………………………….. 32

Table No. 31 ………………………………….. 32

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CHAPTER 1

INTRODUCTION

Human resource is considered as the backbone of any organization. Unlike machine

human beings have feelings and emotions which can affect the achievements of the

organization. Better feelings about a job in an organization are therefore inevitable for all

employees to achieve better results. Satisfaction that an employee can get due to his job

because of the positive thinking about his job is known as job satisfaction. Lacks of

interest, emotional exhaustion, workload, etc. are considered to be the reasons behind job

stress.

This study is aimed to find out the reasons producing job burnout in an organization. This

project is about finding the reasons that give lift to job burnout in Working Folks

Grammar School system in district Mardan.

Job burnout is therefore an important topic to discuss. Every person wants to know what

the indicators of a job burnout are. They also want to know about the factors that affect

this. Though various researches have been done on the topic but they are mostly related

to medical institutions and organizations. Few researches are concerned with teachers in

an institutional environment. This study is about the factors that are responsible for

producing job burnout in a specific school system that would help other similar systems

to minimize the job burnout in their institutions. Therefore this study is of immense

importance for both employee and employers.

1.1 Background:

Resources plays a pivotal role in prosper of an organization. Large amount of resources

with their best utilization is the maximum requirement of any organization. Most

organizations in past were relying totally on their human resources only. But due to

advancement in science and technology the intervention of human was cut off to half or

even less than that. Technology on one hand if assisted a person to do its job quickly and

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accurately but on the other hand it also reduced the need of human resources

considerably. This lays pressure on man to compete with each other and even with the

efficiency of technology in order to sustain his job. This leads to job stress/ burnout in

every organization. Employees under job stress sometimes fail to resist and quit

organization.

Topic job burnout due to its mammoth importance always attracted researchers to find

out the indicators and reasons. Job burnout is considered a limitation in personal

perfection. Job burnout has many reasons that can affect the performance of an employee

in an organization.

Workload pressurizes an employee to achieve a challenging task either in a shorter time

or against the capabilities of that employee. Employee therefore strives more than what is

required but in vain. Failing in achievement of that task, employee gets under stress day

by day. This resentment paves the way for job burnout which compels the employee to

quit that job. Job burnout was felt when employee that they are paid less than what is

expected for a specific job. Major reasons of job burnout were found to be workload, low

salary, lack of self-esteem, etc. (Sari, 2000)

Employees usually have to face the problem of workload. Failing to fulfill the needs of

the employer often gives birth to job burnout. Job burnout is lack of motivation and

satisfaction for an employee. It happens when there is lack of communication, mismatch

of employer’s requirements and employees capabilities, overwhelming workload, bad

working condition, etc. Employees with job burnout are often seen cynical, unmotivated,

strained, unsatisfied, dejected, annoyed and hopeless.

Both employees and employer of an organization tends to reduce job burnout for the

effective and efficient work to achieve their personal and organizational goals. Job

burnout gives blows to the motivation, self-respect, self-esteem, high level of concern of

others, efficient performance, effective outcomes, and even offers obstacles in

achievement of challenging objectives.

Job burnout is deliberated mostly a psychological problem. Self-esteem is one of the

basic factors of job satisfaction and a higher level in Abraham Maslow hierarchy of

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human needs. Some other sources of job burnout can be edgy working environment,

miscommunication, lack of information, interaction with others, etc.

In most countries of the world job burnout was found to be due to lack of flexible work

time, good remuneration, self-respect, high interest and favorable work environment.

This study will show factors that produce job burnout in teachers in WFGS system.

1.2 Introduction of the Organization:

Working Folks Grammar Schools system is setup by Workers Welfare Board (W.W.B.)

for the welfare of the children of labors working in factories in Pakistan. W.W.B. was

established under section 11(a) of the Workers Welfare Funds Ordinance, 1971. The

purpose of its establishment was to provide residence, health facilities, education, dowry

(Jahez), merit scholarships, sewing machines, bicycles and much more to labors and their

family members. NWFP W.W.B. established a directorate of education in 2000 in order

to provide free education and scholarships to the children of industrial labor. W.W.B. has

founded 25 schools in Khyber Pakhtunkhwa to provide education to labors’ children.

1680 teachers are working in these schools in Dec, 2012. These schools are providing

education from elementary to higher secondary level. Teachers are paid better

remuneration for their services. Working Folks Grammar School (WFGS) system is

considered parallel to Army Public School & College (APSAC) system in Khyber

Pakhtunkhwa. Curriculum and co-curriculum is given immense importance in this system

of education. Modern facilities and educational materials are provided to each and every

school. No research has yet been done on any topic on WFGS system. But works on

factors that affect job burnout have been completed in different organizations throughout

the world.

1.3 Objectives

Objectives of the study are given as following;

1.3.1 To find out the factors of job burnout in Working Folks Grammar Schools system

in district Mardan

1.3.2 To rank the factors of job burnout according to their intensity in the selected

schools.

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1.3.3 To pinpoint ways of improvement adopted by other similar organizations.

1.3.4 To give recommendations for improvement in the WFGS system.

1.4 Significance:

This study will be significant for an employee and employer of an organization to know

about the main reasons behind job burnout. This will also help employees of an

organization in seeking job satisfaction by reducing job burnout. They will assist

employers and stakeholder about the needs of an employee working in that specific

organization. This study will help strategic managers to make requisite planning for

reducing situations which yield in job burnout. This study will add to existing researches

done with the same title but in different work environment of WFGS system.

Specifically this will show teachers the ways to avoid job burnout. Results of this study

will be implemented by W.W.B. Khyber Pakhtunkhwa in assessing teachers’ satisfaction

against their performances. This will benefit concern authority in taking any future

decisions about teachers and their work environments. This study will help researchers

anywhere around the world for analyzing the same situation in different working

environment.

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CHAPTER 2

LITERATURE REVIEW

2.1 Job Burnout:

Sole proprietorship is considered a very old type of business. Due to its elastic nature of

starting and ending a business easily, it always gained preference as compared to other

types of businesses. It is estimated that 80% of businesses are sole proprietorships which

create the idea of self-employed. Self-employed persons usually have a large

responsibility of management its owned business themselves. They are owner and

managers at the same time. But due to unlimited liabilities this type of business is not like

by investors when it comes to large capital investment.

Partnership and companies are more likely for large capital investment. Companies where

management is kept aloof from owners are very prosperous. Though this type of business

is very rare but has almost all the money invested in businesses in the world. Companies

hire employees which are usually not owners of the business themselves. Business itself

is considered an entity from both managers and owners. The development of a company

mostly depends on the performance of its employees. Employees do hardwork to achieve

organizational objectives in order to increase the organization’s reputation, assets and

owners’ shares. On the other company provides promotion, remuneration, benefits,

relaxation and other facilities to encourage its employees to move forward. When both

these channels are working properly, company does prosper and employees are usually

satisfied. Any blockage in these channels can produce job burnout.

Job burnout or Job stress is usually considered as negative feelings about one’s own job

in an organization. Job burnout deteriorates the performance of an employee which can

result in reduction of outcomes of that organization. "Burnout refers to a cluster of

physical, emotional, and interactional symptoms, including emotional exhaustion, a sense

of lacking personal accomplishment and depersonalization of clients” (Musa Gursel,

Sunbul & Sari 2002).

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Job burnout is a physical and psychological situation of a person in which he feels

discomfort and dejected due to certain reasons during job in an organization.

Job burnout is a mental experience with negative inclination that may be the response of

supervisor and subordinate to stress related to their jobs. It is a collection of physical,

emotional, and relative signs, including emotional exhaustion, i.e. a sense of lacking self-

satisfaction and lack of personalization. (Gursel et al., 2002)

It is a kind of situation in which a person feels that what he is doing is much more than

what he gets in response of this job. It may be the inner feelings of an employee about his

internal and external environment. He may be feeling that his inner self is not satisfied

with what he is considering to acquire from a job doing in an organization or he may be

thinking that others are not giving him what he is worthy of. There is a lack of

confidence, lack of required energy, disappointment, and hence depersonalization in a

person with job burnout.

Sometimes it is difficult to investigate a person with job burnout because certain people

have the ability to conceal one’s own feelings from others and do his job regularly though

he may be relentless inside. This can be very perilous for the organization and that person

itself. But most employees with job stress want to make others know that they are not

satisfied with the current situation. Hence job burnout can be identified in a person

because of few symptoms that can be sensed among the affectees. Lack of job

commitment, cynicism, helplessness, resentfulness and prolongs absenteeism are some

symptoms that describe job burnout in an employee. Job burnout also produces some

health related problems such as anxiety, hypertension, and weariness.

Various researches have been done to find out the symptoms of Job burnout, factors that

produce it and intensity of each factor. Probably, the work of Maslach is the most

prominent one. Maslach (2003) defines burnout as a psychological syndrome which

includes persistent stress in the workplace. Burnout is intellectualized as consequence of

prolong professional stress, particularly among workers who deal with other persons in

one or another way. (Federici, Skaalvik, 2012)

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Job burnout, in most researches, has been stated as psychological disease that affects the

job of an employee in an organization. Similarly this disease is closely connected with

stress in job workplace. A person under severe stress becomes vulnerable to job burnout.

This stress has been noticed to become much more disturbing when a person has to

interact with other persons inevitably and unwillingly. This pressurizes a person to

intermingle with other persons reluctantly which gives birth to negative stress. If the

person continues his job under stress in this situation usually produces physical,

emotional and psychological diseases. Hence, it becomes the cause of job burnout.

2.2 Job Burnout in Educational Institutions:

Job burnout in education institution has an equal importance like in any other

organization. Researchers are usually more concerned with teaching staff in educational

institutions to identify the reasons of their job burnout. Teachers and students are the two

key wheels of the same vehicle.

Jobs that require no formal education was perceived easy to get and jobs that require

higher degree of education were considered difficult to pursue. People found it most easy

to pursue a job as a farmer and most difficult as a teacher, doctor and to work as a

government employee if studied independent of age, sex and education. (Zhang et al.,

2012)

Teaching being a difficult profession is usually supported by recreational activities to

alleviate boredom and physical exhaustion. Teachers still do feel job burnout in one or

another form of its nature.

It is sometimes very necessary to identify latent danger burnout poses for the individual

and for the organization and it is also not impossible to take practical actions to alleviate

stress. Teachers require chances to remember their motives for uniqueness entering the

field, to search increasing their achievements to feel pride in past successes, to know that

feelings of the frustration and dissuasion are mutually shared by most of the colleagues.

(Meadow, 1981)

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Researches displayed that male teachers are more vulnerable to job burnout as compared

to female. There may be many reasons behind this but it was seen that female teachers

showed more commitment to their jobs as compared to male teachers.

Female are considered to be more responsible, superior qualification, and showed great

aptitude. They have more propensities for challenging jobs comparatively, though they

have to do their domestic jobs as well. Additionally, male teachers are rectified by too

much tuition work and are not compelled to fulfill any domestic obligations. A research

study conducted in India shows that rural teachers are more satisfied as compared to

urban teachers. It is because urban teachers expect more from their jobs as compared to

rural teachers inspite of their better qualification and talent. (Singh et al., 2010)

Teachers tend to get maximum of their jobs in educational institutions, especially

colleges. Their job satisfaction is therefore linked with what they expect from their

services. In other words good remuneration and better compensation can add to the job

satisfaction of teachers.

A study revealed that when the psychological needs of teachers are satisfied they showed

high level of self-esteem, higher mental comfort, true motivation, less anxiety and

positive institutional behavior. This leads to higher efficacy of teachers towards their

jobs. (Sadegi et al., 2013)

Teachers believe that they should be more respected than any other professional because

of their services towards the society. In most civilized nations of the world teachers are

given their desirable respect but this is faded away with modernization in the world.

Society, teachers, students, parents are closely connected. Teachers cannot be segregated

from their society.

Teachers are assumed, in a study in China, to be more satisfied with their lives but less

satisfied with their communities. Teachers are still respected in in China under the effect

of traditional Chinese culture. (Chen, 2010)

An objection on teachers is that they are more reserved from the society they live in.

They are considered more rigid to any change around them.

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Education professionals are seldom prepared for change. Teacher trainings usually do not

succeed to highlight the dangerous of the status quo in their working lives. Similarly

social support and guidance of head teachers or principals are also vital for high morale.

Teachers usually believe that appointment of new head teacher or principal will develop

the quality of his working life. On the other hand, dissatisfaction results when current

head teacher or principal does not respond well. (Evas, 2000)

2.3 Job Burnout in Pakistani Organizations/ Institutions:

Pakistan is a developing country due to which its literacy rate is very low as compared to

some other developing countries. Different systems of education do exist in Pakistan,

which if improved the literacy but also deteriorated the overall situation of educational

system. Teachers in most of these schools are more exposed to job burnout because of

many reasons. A study in public sector in Pakistan tells that overall, 59% respondents

were dissatisfied with their job. Less than half of the participants showed satisfaction

towards their working environment, and 68% participants were contented with their

responsibilities. Participants 66% showed frustration due to the extraneous tasks

consigned to them. (Kumar et al., 2013)

Due to cultural constrains, female workers find it difficult to work in Pakistan. They find

it difficult to move to their work places and back home. They also discover deterrence

during work in working places.

However, research showed that gender have almost no relationship to job satisfaction.

But comparatively female showed less satisfied that males. (Dantzker, 1998)

Female teachers in Pakistan are facing too many problems as compared to other countries

of the world. Men are considered more dominant in the society in Pakistan as compared

to women though women are highly revered in this culture.

Both male and female teachers are given their due regard in the society in Pakistan. They

are not respected as they should be according to the state religion of Islam. Teachers in

Pakistan mostly belong to the middle status and therefore live their lives hardly.

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2.4 Factors Affecting Job:

Researchers have used many methodologies to identify reasons behind job burnout and

recommend solutions to reduce them for producing job satisfaction in an organization.

Experimental research methodology is used by researches in medical sciences mostly

whereas descriptive research has been used by researches in social sciences preferably.

Findings of both these types of researches are not much different from each other.

Job burnout may be due to situations that have prolong stressed working hours, work

overload under pressure, absence of breaks and rest, inappropriate challenging

expectations to accomplish a task in limited intervals of time and with less available

resources. It is both physical and psychological problem which may be due to internal

conflicts within itself or external uncontrollable forces. (Altaf & Awan, 2011)

Personal interest, job overload, working environment, lack of social support, less pay and

benefits and nonexistence of self-respect are few main reasons behind job burnout.

Various aspects of working environments have been postulated or perceived to be related

to experiencing stress that would eventually affect health. Job settings that are possible

sources of stress for workers are the social or psychosocial characteristics of the work

situation. (Pugliesi, 1999)

Working environment has tremendous effects on human nature which can be both

positive and negative. Working environment may consist of leadership style, structure of

organization, goals and mission, nature of workers in the same setting, etc.

Intensive researches indicate the individuals with higher educational levels undergo more

job burnout. They may be exposed to it due to their substantial responsibilities or because

of their greater expectations from their jobs. (Maslach et al., 2001)

Higher qualified individuals therefore are considered to be more under stressed mainly

either because of their high expectations or challenging tasks assigned to them. Usually

tasks are assigned to an employee according to its caliber. Accomplishing that task with

no proper compensation dishearten a qualified employee.

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Of many reasons behind teachers’ job burnout recruiting, retaining, promotion and

remuneration based on their assessment of teachers’ capabilities and actual efficacy in

hovering students’ achievement and other results, and is not based on a set of teacher

characteristics such as education and experience in the same field. (Hanushek & Rivkin,

2007)

Researches explored that social support can reduce the job burnout. If teachers get social

support they feel less job burnout.

A researcher finds a shortage in research because it does not explore any relationship

between the teachers job burnout and teachers social support. (Zhongying, 2008)

Remuneration also plays a pivotal role in reducing job burnout. Teacher if gets what he

wants out of the job, he feels satisfaction towards that job. Remuneration can be in the

form of salary and other benefits that teachers get in response of their jobs in an

organization.

If a person finds it work interesting, pay reasonable, promotional chances decent,

supervisor compassionate and co-workers sociable, then this situation leads a person to

envisage job satisfaction. (Singh, 2010)

Teachers’ performance can be enhanced by providing them their due rights, i.e. timely

promotion, good payment and recreational breaks. Teachers need favorable working

milieu where they can effectually impart their duties.

Sudden teachers’ promotion, worthwhile payment and job contentment are the main

factors that guide teachers’ insight as a vehicle of conveying, creating and improving

their job performance. (Alimi et al., 2011)

Recreational breaks do not mean that they should be indulged into frivolous activities.

These breaks should facilitate teachers to spare time for their families. Low income of

teachers does not support too much luxurious accomplishments.

Teachers who have lower income are more susceptible to job burnout through emotional

exhaustion and depersonalization. Less experience Turkish teachers stated their high

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depersonalization. Whereas drinking, smoking and marital status as other factors showed

no relations with job burnout. (Demirel et al., 2005)

Corollary, these studies showed that there are many reasons that produce job burnout of

teachers but emotional exhaustion, depersonalization and stressed working environment

can be considered the most important of these.

Lack of personal interest, less remuneration, work overload, no promotional

opportunities, lack of rewards, nonexistence of leisure times, lack of social support, high

job expectations, absence of self-respect are few reasons that yield job burnout among

teachers.

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CHAPTER 3

METHODOLOGY

Descriptive type of research is used in this study and used quantitative research for

collection of data. Quantitative research has been used to get responses of the subject.

Data collected is compared with the research results obtained from researches done on

the same topic worldwide.

2.1 Data Collection Sources

Researcher used survey to collect data from teachers in WFGS system in district Mardan.

Primary source of data collection is used to gather data for analysis of factors of job

burnout. Whereas the secondary data is collected from published books, journals,

research papers, etc. available in hard at library or through reliable sources on internet.

2.2 Data Collection Tools/ Instruments

This study is conducted through using questionnaires prepared by the researcher

according to the need of the project. These questionnaires are framed on the famous

Likert Scale. Self-made Questionnaires are used in order to acquire correct and to the

point data about the research topic.

2.3 Subject/ Participants

There are 4 Working Folks Grammar Schools in district Mardan. Population of teachers

in these schools is 284, working in two shifts (morning and evening). Unit of analysis of

this research is individual, i.e. teacher. Data is collected from teachers teaching at

primary, middle and high levels only. A sample of 50 teachers is selected using simple

random sampling technique. Sampling frame for the study is teachers working both at

morning and evening shift in these four (4) WFG Schools in district Mardan.

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2.4 Data Processing & Analysis

Confidentiality of the respondents was ensured during data collection. Data is collected

through self-prepared questionnaires. The data is divided into seven different aspects of

job burnout. Data was feed in MS Excel Worksheet. Percentage and mean were

calculated to analyze the data.

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CHAPTER 4

DATA ANALYSIS

Data was collected through self-developed questionnaires from teachers teaching in

Working Folks Grammar Schools in district Mardan. Data was placed into tables and

percentage and mean were derived. According to Likert Scale data was titled as SDA-1,

DA-2, UD-3, A-4 and SA-5. The data is presented in the following tables for analysis and

interpretation.

TABLE No. 1

SDA-1 DA-2 UD-3 A-4 SA-5 Mean

Respondent 16 16 4 11 3 2.38

Percentage 32% 32% 8% 22% 6%

The mean value 2.38 shows that tendency of responses is from disagree to neutral that the

respondents are disagree with the statement and that they do not dislike their profession.

This is also confirmed from the percentage table that high percentage, i.e. 32% is

disagree and 32% is strongly disagree.

TABLE No. 2


Respondent 3 0 2 23 22 4.22

Percentage 6% 0% 4% 46% 44%

The mean value of 4.22 shows that the tendency of the responses is from agree to

strongly agree, all the respondents are agree that they want to start their days with

enthusiasm and passion. This can be illustrated through percentages table that high

percentage, i.e. 46% is agree and 44% is strongly agree with the statement.

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TABLE No. 3


Respondent 6 5 4 19 16 3.68

Percentage 12% 10% 8% 38% 32%

3.68 shows that tendency of responses is from neutral to agree that most of the

respondents like extracurricular activities, this is also confirmed from percentage table

that a high percentage i.e. 38% is agree and 32% is strongly agree.

TABLE No. 4


Respondent 0 0 0 12 38 4.76

Percentage 0% 0% 0% 24% 76%

4.76 mean value shows that tendency of responses is from agree to strongly agree, all the

respondents are strongly agree that they plan their lessons before entering into

classrooms. A high percentage i-e 76% is strongly agree and 24% is agree with the

statement.

TABLE No. 5


Respondent 5 20 0 16 9 3.08

Percentage 10% 40% 0% 32% 18%

3.08 mean value shows that tendency of responses is from neutral to disagree, the

respondents mostly do not like to check notebooks daily. This is confirmed by high

percentage value of disagree, i.e. 40% .

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TABLE No. 6


Respondent 0 0 6 31 13 4.14

Percentage 0% 0% 12% 62% 26%

Mean value 4.14 shows that tendency of responses is from agree to disagree, all the

respondents thought that their students are taking interests in classroom activities. This is

confirmed by percentage table that high percentage, i.e. 62% is agree and 26% is strongly

agree with the statement.

TABLE No. 7


Respondent 0 0 4 11 35 4.62

Percentage 0% 0% 8% 22% 70%


respondents are quite satisfied with what they are doing as a teacher. This is also

confirmed by percentage table that high percentage, i.e. 22% is agree and 70% is strongly

agree with the statement.

TABLE No. 8


Respondent 2 14 9 23 2 3.18

Percentage 4% 28% 18% 46% 4%

3.18 mean value shows that tendency of responses is from neutral to agree, most of the

respondents thought that they are under unkind stress during their work in school. This is

confirmed by the high percentage, i.e. 46% is agree with the statement.

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TABLE No. 9


Respondent 8 18 9 15 0 2.62

Percentage 16% 36% 18% 30% 0%

2.62 mean value shows that tendency of responses is from disagree to neutral,

respondents were found undecided to state whether or not the assigned tasks match their

abilities. This is confirmed by the percentage table that high percentage, i.e. 30% is agree

but 36% is disagree with the statement.

TABLE No. 10


Respondent 6 13 9 11 11 3.16

Percentage 12% 26% 18% 22% 22%

Mean value 3.16 shows that tendency of responses is from neutral to agree, the

respondents thought that they are not receiving what they can claim out of their jobs. This

is confirmed by the percentage table that high percentage, i.e. 22% is agree and 22% is

strongly agree with the statement.

TABLE No. 11


Respondent 0 15 4 17 14 3.6

Percentage 0% 30% 8% 34% 28%

3.6 mean value shows that tendency of the responses is from neutral to agree, most of the

respondents thought that their salaries can support their expenses. This is confirmed by

percentage table that high percentage, i.e. 34% is agree and 28% is strongly agree.

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TABLE No. 12


Respondent 13 13 2 22 0 2.66

Percentage 26% 26% 4% 44% 0%

2.66 mean value shows that tendency of responses is from disagree to neutral, the

respondents were found undecided. Almost half of them thought that they are reserved

and half thought that they are active in social relationships. This is confirmed by

percentage table that high percentage, i.e. 44% is agree whereas 26% is disagree and 26%

strongly disagree with the statement.

TABLE No. 13


Respondent 8 18 5 11 8 2.86

Percentage 16% 36% 10% 22% 16%

2.86 mean value shows that tendency of responses is from disagree to neutral.

Respondents thought equally in favour and against the statement that they are misjudged

or unvalued by their co-workers. This can be illustrated through percentage table that

high percentage, i.e. 36% is disagree and 22% is agree with the statement.

TABLE No. 14


Respondent 13 16 3 16 2 2.56

Percentage 26% 32% 6% 32% 4%

Mean value 2.56 shows that tendency of responses is from disagree to neutral and the

respondents were found undecided. Half of the respondents thought that minor problems

irritate them in the school and half of them thought against the statement. This is

confirmed by the percentage table that high percentage, i.e. 32% is agree and 32% is

disagree with the statement.

27

TABLE No. 15


Respondent 14 14 9 13 0 2.42

Percentage 28% 28% 18% 26% 0%

2.42 mean value shows that tendency of responses is from disagree to neutral, most of the

respondents were found undecided whether they are supportive towards other colleagues

in the school. This is confirmed by the percentage table that high percentage, i.e. 28% is

disagree and 28% is strongly disagree with the statement.

TABLE No. 16


Respondent 3 15 10 19 3 3.08

Percentage 6% 30% 20% 38% 6%

3.08 mean value shows that tendency of responses is from neutral to agree, the

respondents thought that they become frustrated with some tasks of their jobs in the

school. This is confirmed by the percentage table that high percentage, i.e. 38% is agree

with the statement.

TABLE No. 17


Respondent 0 23 0 25 2 3.12

Percentage 0% 46% 0% 50% 4%

3.12 mean value shows that tendency of responses is from neutral to agree, the

respondents felt emotionally or physically exhausted and felt lack of energy during work

in school. This is confirmed by the percentage table that high percentage, i.e. 50% is

agreed with the statement.

28

TABLE No. 18


Respondent 11 18 9 7 5 2.54

Percentage 22% 36% 18% 14% 10%

2.54 mean value shows that tendency of responses is from disagree to neutral, the

respondents were found undecided to think that they are inclined to negative thinking

about their jobs. This is confirmed by the percentage table that high percentage, i.e. 36%

is disagree and 18% is neutral to the statement.

TABLE No. 19


Respondent 3 11 2 23 11 3.56

Percentage 6% 22% 4% 46% 22%


respondents felt that they have all kind of facilities available for teaching in the school.

This is confirmed by percentage table that high percentage, i.e. 46% is agree and 22% is

strongly agree with the statement.

TABLE No. 20


Respondent 0 13 0 27 10 3.68

Percentage 0% 26% 0% 54% 20%


respondents thought that there classrooms are not properly decorated with what should

require for teaching learning process. This is confirmed by percentage table that high

percentage, i.e. 54% is agree with the statement.

29

TABLE No. 21


Respondent 0 19 6 22 3 3.18

Percentage 0% 38% 12% 44% 6%


respondents were found comfortable in the setting environment of the school. This is

confirmed by the percentage table that high percentage, i.e. 44% is agree with the

statement.

TABLE No. 22


Respondent 0 3 0 18 29 4.46

Percentage 0% 6% 0% 36% 58%


respondents thought that teaching has greatly add to their respect in the society. This is

confirmed by the percentage table that high percentage, i.e. 58% is strongly agree and

36% is agree with the statement.

TABLE No. 23


Respondent 0 0 6 7 37 4.62

Percentage 0% 0% 12% 14% 74%

Mean value 4.62 shows that tendency of responses is from agree to strongly agree, all the

respondents are strongly agreed that they proud to be teachers in the school. This is

confirmed by the percentage table that high percentage, i.e. 74% is strongly agreed with

the statement.

30

TABLE No. 24


Respondent 5 11 0 22 12 3.5

Percentage 10% 22% 0% 44% 24%


respondents were agreed that that teachers are still respected in the society. A high

percentage, i.e. 44% is agree and 24% is strongly agree with statement.

TABLE NO. 25

Interest

Mean

a. I feel that I am in the wrong place/ profession. 2.38

b. I start my day with enthusiasm to do something new and good in

teaching. 4.22

c. I like the extra-curricular activities most. 3.68

d. I plan my lessons before entering into classroom. 4.76

e. I feel boredom to check notebooks daily. 3.08

f. I think my students are taking interest in classroom activities. 4.14

3.71

Overall mean value 3.71 shows that tendency of responses about interest is from neutral

to agree, most of the respondents are satisfied with their profession. Highest mean value

4.76 reveals that they plan their lessons before entering into classrooms.

31

TABLE NO. 26

Workload

Mean

a. I am satisfied with the work I do during school time. 4.62

b. I find myself under an unkind level of stress to succeed. 3.18

c. I think that I am given tasks that do not match my ability. 2.62

3.47

Overall mean value 3.47 shows that tendency of responses about workload is from

neutral to agree. Highest mean value 4.62 shows their satisfaction with their work but

mean value 3.18 reveals that they feel they are under an unkind level of stress. Whereas

2.62 mean value illustrates that they think they are given challenging tasks which do not

match their abilities.

TABLE NO. 27

Remuneration

Mean

a. I think that I am not receiving what I claim out of my job. 3.16

b. I receive enough salary to support my expenses. 3.60

3.38

Overall mean value 3.38 shows that tendency of responses about remuneration is from

neutral to agree. Highest mean value 3.6 shows their satisfaction about their needs but

mean value 3.16 reveals that they feel they are not receiving what are expected to be out

the current job.

32

TABLE NO. 28

Social/ Mutual Support

Mean

a. I think myself reserved from others to communicate. 2.66

b. I am misjudged/ unvalued by my co-workers in the school. 2.86

c. I feel I get easily irritated by minor problems in the school. 2.56

d. I am less supportive with people than possibly they are worthy. 2.42

2.63

Overall mean value 2.63 shows that tendency of responses about social support was from

disagree to neutral. This shows lack of mutual support between the respondents. Mean

value of 2.42 shows that they are undecided whether they are supportive or less

supportive towards others.

TABLE NO. 29

Emotional Exhaustion

Mean

a. I become frustrated with parts of my job in the school. 3.08

b. I feel exhausted of emotional or physical energy. 3.12

c. I discover that I am inclined to negative thinking about my job. 2.54

2.91

Overall mean value of 2.91 shows that tendency of responses about emotional exhaustion

is from disagree to neutral, most of the respondents think that they feel emotional and

physical exhaustion during work as revealed by highest mean value 3.12.

33

TABLE NO. 30

Working Environment

Mean

a. I have all kinds of facilities required for teaching. 3.56

b. I feel that classrooms of my school are not properly decorated. 3.68

c. I am not comfortable in the setting environment of my school. 3.18

3.47

Overall mean value of 3.47 shows that tendency of responses about working environment

is from neutral to agree, most of the respondents think that their classrooms are not well

decorated as revealed by mean value 3.68.

TABLE NO. 31

Self-Respect

Mean

a. I think that teaching as profession has greatly added to my self-

respect. 4.46

b. I feel proud of what I am doing as a teacher. 4.62

c. I think that teachers are respected in the society. 3.5

4.19

Overall mean value of 4.19 shows that tendency of responses about self-respect is from

agree to strongly agree, all of the respondents think that teaching is a respectable

profession and they feel proud to be teacher as revealed by highest mean value 4.62.

34

4.1 Summary:

Analysis of the above data showed that most teachers like their profession of teaching.

They thought that teaching as profession greatly added to their respect in society.

Teachers showed their extensive interest in teaching. They showed their high intentions

to start a day with enthusiasm to do innovative and creative thing in teaching which may

improve their own performance in their students’ accomplishments. Lesson planning is

considered an important tool in teaching learning process. Teachers highly favored lesson

planning before attending any class. However they did not like to check notebooks of the

students daily but liked extra-curricular activities. This shows their intents for

recreational activities in the school. The interest of the students was felt to be on the high

side by them. They were satisfied that there teaching methodologies do attract the interest

of their students. This showed that teachers are taking too much interest in their

classroom activities.

Similarly, most teachers were found very satisfied with their works they do during school

time. But they still found themselves under an unkind level of stress which hampers their

success in career. However teachers were found undecided to measure their abilities and

compare them with the tasks assigned to them during school time.

Teachers found their payments enough to fulfill their basic needs but they were still not

satisfied with their remunerations. They expected something more when they compare

their assigned tasks with their payments.

Teachers were undecided about their social relationships. Some teachers thought that they

are more reserved from other people in the society whereas few teachers sensed

themselves amiable towards others. They were also unsure about their value in the heart

of their co-workers. A good chunk of them thought that they are unvalued by their

colleagues. Teachers were also undecided to think that they get easily irritated by minor

problems in the school. They thought that they support others in accomplishment of their

jobs.

Job burnout is still felt by teachers. They thought that they become frustrated with few

parts of their jobs in the school. They did feel emotional exhaustion during their work at

35

school. They thought that they feel lack of energy sometimes. Teachers were undecided

about thinking negatively towards their jobs.

Working environment is also a factor of job burnout. Teachers though felt that all kinds

of facilities are available in the school for teaching but classrooms are not properly

decorated. Teachers though found themselves comfortable in the setting environment of

the school.

Teaching as profession was highly regarded by teachers. They thought that teaching has

added to their self-respect and gave them the requisite reverence in the society. They felt

immense proud to be teacher compared to any other profession. They also thought that

teachers are highly venerated in the society.

Objective No. 1: To find out the factors of job burnout in Working Folks Grammar

Schools system in district Mardan

Overall mean value 3.71 of Table No. 25 shows that respondents found themselves

satisfied with their current profession. Highest mean value 4.76 reveals that they plan

their lessons before entering into classrooms.

Overall mean value 3.47 of Table No. 26 shows that they are under work overload. Mean

value of 3.18 shows that the respondents found themselves under an unkind stress during

their work in school. (Table No. 8) Whereas they were found undecided when they were

asked whether assigned tasks match their abilities or not with a mean value of 2.62.

(Table No. 9) This reveals that work overload was the reason of their responses.

Overall mean value 3.38 of Table No. 27 shows that respondents think that their current

salary fulfills their needs. But mean value 3.16 reveals that they feel they are not

receiving what are expected to be out the current job and they have higher expectations

from their jobs. (Table No. 10)

Overall mean value 2.63 of Table No. 28 shows that respondents were found undecided

whether mutual support between them is good or bad. This shows lack of social support

between them. Mean value of 2.42 shows that they are undecided whether they are

supportive or less supportive towards others.

36

Overall mean value of 2.91 Table No. 29 shows that most of the respondents think that

they feel emotional and physical exhaustion during work. Mean value of 3.2 shows that

respondents become emotionally or physically exhausted and they feel lack of energy

during their work in the school. (Table No. 17) Mean value of 3.08 shows that

respondents become frustrated with some parts of their jobs in the school. (Table No. 16)

Respondents were also not happy with the working environment. Overall mean value of

3.47 of Table No. 30 shows that most of the respondents think that their classrooms are

not fit for teaching learning process. 3.68 mean value shows that most of the respondents

thought that there classrooms are not properly decorated with what should be there for

teaching learning process. (Table No. 20)

Hence this objective was achieved by finding the factors of job burnout in WFGS system

in district Mardan that are work overload, physical and emotional exhaustion, high

expectations and stressed working environment.

Objective No. 2: To rank the factors of job burnout according to their intensity in the

selected schools.

Factors of job burnout can be ranked from higher intensity to lower intensity in the

following way;

1) The overall mean value of 2.63 of social and mutual support towards other co-

workers shows that most of the respondents do not know how to cooperate with

each other. Therefore lack of cooperation among co-workers was revealed and be

the most effective factor.

2) Emotional or physical exhaustion was found to be the second most important

factor that affects job satisfaction of teachers in WFGS system in district Mardan

as revealed by overall mean value of 2.91.

3) High expectations of teachers from their jobs were found to be the third most

important factor influencing teachers’ jobs at school in the same institutions.

Overall mean value of 3.38 reveals that they expect more what they get from their

job currently.

37

4) Work overload and was found to be the fourth most affective factor of job burnout

in the WFGS system in district Mardan. Overall mean value of 3.47 reveals that

they respondents feel that they are under unkind of stress during work.

5) Stressed working environment was found to be the last most effective factor of

job burnout in WFGS system in Mardan. Overall mean value reveals that teachers

were not satisfied with their classroom.

Objective No. 3: To pinpoint ways of improvement adopted by other similar

organizations.

It is evident from the literature review that different reforms have been introduced by

similar organizations to reduce job burnout in them. To minimize the effect of work

overload similar system of schools have made it sure to maintain a balance between

curricular, co-curricular and extra-curricular activities in the school. Some residential

institutions have reduced their curricular activities to only 30% per day. Other institutions

have introduced different festivals to promote social relationships between co-workers.

Classrooms in most modern institutions are usually well-decorated with curriculum

related materials.

Objective No. 4: To give recommendations for improvement in the WFGS system.

To reduce work overload teachers must not be involved in non-teaching or administrative

jobs, records maintenance of students at school level, section heads, housemasters,

Master of day, etc. Specialized persons should be given these tasks whereas teachers

must do only their teaching related activities. Classrooms must be properly decorated that

can enhance both its attractiveness and productivity in learning. Classrooms can be

decorated with subject related materials, i.e. charts, models, maps, pictures, etc. Teachers

should also be involved in extra-curricular activities in the school to alleviate physical

and emotional exhaustion. Remuneration should be at the right time in the right amount

to all teachers as compared to any other organizations of different sector. Regular events

of mirth should be celebrated in the school to promote social relationships among all

employees of the institution.

38

CHAPTER 5

CONCLUSION, RECOMMENDATION & LIMITATIONS

5.1 Conclusion:

This study elaborated that teachers take high interest in their teaching as profession. They

highly regard this profession. They think this profession to be the most revered of all

professions in their society. They think that they have the social support of the people in

local community. They feel proud to be a teacher because it greatly added to their respect

in the society. They therefore showed intense interest in classroom activities in the

school.

This process is however hampered by the work overload during the school when teachers

are assigned extra tasks which either do not match their abilities or are more challenging

to complete in a given time. They found it difficult to check notebooks daily and like

extra-curricular activities to be more in the school. They like to get more relaxation

during their works at school.

Lack of social support among teachers was revealed in this study. Emotional exhaustion

was also felt by the teachers mainly due to some unkind stress from their supervisors or

executives. They felt that this stress is usually unseen and unknown to them. They find

themselves emotionally exhausted during hardwork at school. They find no energy in the

few last hours of the school time and therefore demands for recreation in school daily

schedule.

Though they find their salaries quite attractive but they expect something more when they

look at their hardwork they do during school time.

5.2 Recommendations:

In the light of the analyzed data, the researcher recommends following few points for

implementation by Workers Welfare Board Khyber Pakhtunkhwa;

5.2.1 School time should be made more flexible for both teachers and students. This

would help to reduce boredom of doing similar activities in the school. Extra-curricular

39

activities should be given their appropriate time in the school daily schedule. Teachers

should not be overburdened with frivolous tasks assigned to them.

5.2.2 Supervisor must be democratic towards their teachers. He must give teachers their

due regard. Supervisor must be cooperative rather than authoritative towards teachers. He

should not think teachers as his subordinates but members of the same team headed by

him. Like the evaluation report that supervisor sends about teachers after a specific

period, there must be evaluation of the supervisor done by the teachers so that supervisor

can know about his discrepancies.

5.2.3 Working environment should be very comfortable for the teachers. Standard

schools usually arrange their staffroom very comfortable for the relaxation of teachers.

5.2.4 Regular family events should be celebrated in the school to promote social

relationships among all employees of the institution.

5.2.5 Classrooms should be completely decorated with materials that can help in

learning. Charts with attractive colours, beautiful figures, simple structures, pictures, etc.

can enhance the development of the learners. Beautiful models related to curriculum must

be kept in classroom which will assist teachers in explaining abstract concepts.

5.3 Limitations:

The findings of this study cannot be generalized to all schools because of the following

limitations;

5.3.1 Access to the concerned participants was a bit difficult. Random sampling method

was used which do not assure hundred percent participation of all teachers in the study.

5.3.2 Teachers find it difficult to unclose the actual facts. They may have concealed the

facts in some responses. They may be more biased towards themselves.

5.3.3 Likert scale was used in preparing questionnaires which puzzled the respondents

and they find this scale a bit difficult to understand. They were sometime indecisive to

select between the two closely connected responses.

40

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42

APPENDIX A

Questionnaire for teachers in WFG System Schools in District Mardan

Project Title: An analytical study on Factors of Job Burnout in Working Folks Grammar

Schools System

MBA (2.5years) VIRTUAL UNIVERSITY OF PAKISTAN

Designation: __________________ BPS: ______________

Duty Station: ____________________________ Total Service: _____________

Address: ___________________________

Qualification (academic):________________ (Professional if any): ___________

Interest:

a. I feel that I am in the wrong place/ profession.

1. Strongly disagreed 2. Disagreed 3. Undecided 4. Agreed 5. Strongly

Agreed

b. I start my day with enthusiasm to do something new and good in teaching.


Agreed

c. I like the extra-curricular activities most.


Agreed

d. I plan my lessons before entering into classroom.


Agreed

e. I feel boredom to check notebooks daily.


Agreed

f. I think my students are taking interest in classroom activities.

43


Agreed

Workload:

a. I am satisfied with the work I do during school time.


Agreed

b. I find myself under an unkind level of stress to succeed.


Agreed

c. I think that I am given tasks that do not match my ability.


Agreed

Remuneration:

a. I think that I am not receiving what I claim out of my job.


Agreed

b. I receive enough salary to support my expenses.


Agreed

Mutual/ Social Support:

a. I think myself reserved from others to communicate.


Agreed

b. I am misjudged/ unvalued by my co-workers in the school.

44


Agreed

c. I feel I get easily irritated by minor problems in the school.


Agreed

d. I am less supportive with people than possibly they are worthy.


Agreed

Emotional Exhaustion:

a. I become frustrated with parts of my job in the school.


Agreed

b. I feel exhausted of emotional or physical energy.


Agreed

c. I discover that I am inclined to negative thinking about my job.


Agreed

Working Environment:

a. I have all kinds of facilities required for teaching.


Agreed

b. I feel that classrooms of my school are not properly decorated.


Agreed

c. I am not comfortable in the setting environment of my school.

45


Agreed

Self-Respect:

a. I think that teaching as profession has greatly added to my self-respect.


Agreed

b. I feel proud of what I am doing as a teacher.


Agreed

c. I think that teachers are respected in the society.


Agreed

46

APPENDIX B

Tabulation of Data

Res

pon

den

t #

INTEREST WORKLOAD REMUNER

ATION

SOCIAL/

MUTUAL

SUPPORT

EMOTIO

NAL

EXHAUS

TION

WORKING

ENVIRON

MENT

SELF

RESPECT

IN

TR

1

IN

TR

2

IN

TR

3

IN

TR

4

IN

TR

5

IN

TR

6

W

OR

K1

W

OR

K2

W

OR

K3

REM1

REM2

SS1

SS2

SS3

SS4

EE1

EE2

EE3

WE1

WE2

WE3

SR1

SR2

SR3

1 2 5 4 4 2 4 5 2 2 1 4 1 5 4 1 1 4 2 5 4 4 2 5 1

2 5 5 4 5 5 4 5 4 2 5 4 2 4 1 3 4 4 3 1 5 5 5 5 5

3 1 1 5 5 2 5 5 4 1 1 2 1 1 3 4 5 4 1 5 5 4 5 5 2

4 2 4 1 4 2 4 5 2 4 4 2 4 2 2 4 3 4 2 4 4 4 4 4 5

5 4 4 2 5 4 4 4 4 2 2 5 4 2 4 4 4 2 4 5 2 4 4 5 5

6 2 5 5 5 2 4 5 4 3 3 5 4 3 2 1 3 4 5 2 4 2 5 5 4

7 2 4 1 5 1 4 5 4 2 2 2 4 5 4 2 4 2 2 4 4 2 5 5 4

8 1 5 4 5 4 4 5 3 1 2 4 1 1 4 2 2 2 2 4 4 2 5 5 5

9 2 4 3 5 2 4 3 2 4 5 3 4 2 5 3 2 2 1 5 5 4 4 3 4

10 4 4 5 5 4 3 4 4 3 3 2 3 4 4 3 4 5 3 3 4 2 4 3 4

47

IN

TR1

IN

TR 2

IN

TR3

IN

TR4

IN

TR5

IN

TR6

W

ORK1

W

ORK2

W

ORK3

RE

M1

RE

M2

SS

1

SS

2

SS

3

SS

4

EE

1

EE

2

EE

3

W

E1

W

E2

W

E3

SR

1

SR

2

SR

3

11 1 4 5 5 1 5 5 2 1 4 2 1 1 1 1 2 2 3 2 4 2 5 5 2

12 2 5 5 5 2 4 5 4 3 3 5 4 3 2 1 3 4 5 2 4 2 5 5 2

13 1 5 4 5 5 5 5 3 3 5 5 2 2 1 4 4 4 1 4 2 3 5 5 4

14 1 5 4 5 5 5 5 3 4 5 5 2 2 1 4 4 4 1 4 2 3 5 5 4

15 4 4 4 4 4 4 5 2 2 3 4 2 2 2 2 2 2 2 4 2 2 4 3 4

16 1 4 4 4 2 3 3 1 4 2 4 4 4 2 2 2 2 2 4 5 3 4 5 4

17 3 4 5 5 2 5 5 2 2 5 5 1 2 1 3 3 2 3 2 4 2 5 5 1

18 4 5 2 5 4 4 4 4 4 4 4 4 4 2 2 2 4 4 4 2 4 4 4 4

19 3 4 3 5 4 4 4 5 2 4 2 4 5 1 1 4 2 1 4 4 4 5 5 4

20 4 3 5 4 5 3 4 4 4 4 3 2 4 4 2 4 4 4 2 2 4 4 4 2

21 1 5 4 5 4 5 5 3 4 2 4 2 2 2 1 2 2 2 4 4 4 5 5 2

22 2 5 4 4 2 4 5 2 2 1 4 1 5 4 1 1 4 2 5 4 4 2 5 1

23 5 5 4 5 5 4 5 4 2 5 4 2 4 1 3 4 4 3 1 5 5 5 5 5

24 1 1 5 5 2 5 5 4 1 1 2 1 1 3 4 5 4 1 5 5 4 5 5 2

25 2 4 1 4 2 4 5 2 4 4 2 4 2 2 4 3 4 2 4 4 4 4 4 5

48

IN

TR

1

IN

TR

2

IN

TR

3

IN

TR

4

IN

TR

5

IN

TR

6

W

OR

K1

W

OR

K2

W

OR

K3

REM1

REM2

SS1

SS2

SS3

SS4

EE1

EE2

EE3

WE1

WE2

WE3

SR1

SR2

SR3

26 4 4 2 5 4 4 4 4 2 2 5 4 2 4 4 4 2 4 5 2 4 4 5 5

27 2 5 5 5 2 4 5 4 3 3 5 4 3 2 1 3 4 5 2 4 2 5 5 4

28 2 4 1 5 1 4 5 4 2 2 2 4 5 4 2 4 2 2 4 4 2 5 5 4

29 1 5 4 5 4 4 5 3 1 2 4 1 1 4 2 2 2 2 4 4 2 5 5 5

30 2 4 3 5 2 4 3 2 4 5 3 4 2 5 3 2 2 1 5 5 4 4 3 4

31 4 4 5 5 4 3 4 4 3 3 2 3 4 4 3 4 5 3 3 4 2 4 3 4

32 1 4 5 5 1 5 5 2 1 4 2 1 1 1 1 2 2 3 2 4 2 5 5 2

33 2 5 5 5 2 4 5 4 3 3 5 4 3 2 1 3 4 5 2 4 2 5 5 2

34 1 5 4 5 5 5 5 3 3 5 5 2 2 1 4 4 4 1 4 2 3 5 5 4

35 1 5 4 5 5 5 5 3 4 5 5 2 2 1 4 4 4 1 4 2 3 5 5 4

36 4 4 4 4 4 4 5 2 2 3 4 2 2 2 2 2 2 2 4 2 2 4 3 4

37 1 4 4 4 2 3 3 1 4 2 4 4 4 2 2 2 2 2 4 5 3 4 5 4

38 3 4 5 5 2 5 5 2 2 5 5 1 2 1 3 3 2 3 2 4 2 5 5 1

39 4 5 2 5 4 4 4 4 4 4 4 4 4 2 2 2 4 4 4 2 4 4 4 4

40 3 4 3 5 4 4 4 5 2 4 2 4 5 1 1 4 2 1 4 4 4 5 5 4

49

INTR

1

INTR

2

INTR

3

INTR

4

INTR

5

INTR

6

WOR

K1

WOR

K2

WOR

K3

RE

M1

RE

M2

SS

1

SS

2

SS

3

SS

4

EE

1

EE

2

EE

3

W

E1

W

E2

W

E3

SR

1

SR

2

SR

3

41 4 3 5 4 5 3 4 4 4 4 3 2 4 4 2 4 4 4 2 2 4 4 4 2

42 1 5 4 5 4 5 5 3 4 2 4 2 2 2 1 2 2 2 4 4 4 5 5 2

43 2 5 4 4 2 4 5 2 2 1 4 1 5 4 1 1 4 2 5 4 4 2 5 1

44 5 5 4 5 5 4 5 4 2 5 4 2 4 1 3 4 4 3 1 5 5 5 5 5

45 1 1 5 5 2 5 5 4 1 1 2 1 1 3 4 5 4 1 5 5 4 5 5 2

46 2 4 1 4 2 4 5 2 4 4 2 4 2 2 4 3 4 2 4 4 4 4 4 5

47 4 4 2 5 4 4 4 4 2 2 5 4 2 4 4 4 2 4 5 2 4 4 5 5

48 2 5 5 5 2 4 5 4 3 3 5 4 3 2 1 3 4 5 2 4 2 5 5 4

49 2 4 1 5 1 4 5 4 2 2 2 4 5 4 2 4 2 2 4 4 2 5 5 4

50 1 5 4 5 4 4 5 3 1 2 4 1 1 4 2 2 2 2 4 4 2 5 5 5

50

ANNEXURE C

INTEREST WORKLOAD

INTR1 INTR 2 INTR3 INTR4 INTR5 INTR6 Mean WORK1 WORK2 WORK3 Mean

2 5 4 4 2 4 3.50 5 2 2 3.00

5 5 4 5 5 4 4.67 5 4 2 3.67

1 1 5 5 2 5 3.17 5 4 1 3.33

2 4 1 4 2 4 2.83 5 2 4 3.67

4 4 2 5 4 4 3.83 4 4 2 3.33

2 5 5 5 2 4 3.83 5 4 3 4.00

2 4 1 5 1 4 2.83 5 4 2 3.67

1 5 4 5 4 4 3.83 5 3 1 3.00

2 4 3 5 2 4 3.33 3 2 4 3.00

4 4 5 5 4 3 4.17 4 4 3 3.67

1 4 5 5 1 5 3.50 5 2 1 2.67

2 5 5 5 2 4 3.83 5 4 3 4.00

1 5 4 5 5 5 4.17 5 3 3 3.67

1 5 4 5 5 5 4.17 5 3 4 4.00

4 4 4 4 4 4 4.00 5 2 2 3.00

1 4 4 4 2 3 3.00 3 1 4 2.67

3 4 5 5 2 5 4.00 5 2 2 3.00

4 5 2 5 4 4 4.00 4 4 4 4.00

3 4 3 5 4 4 3.83 4 5 2 3.67

4 3 5 4 5 3 4.00 4 4 4 4.00

1 5 4 5 4 5 4.00 5 3 4 4.00

2 5 4 4 2 4 3.50 5 2 2 3.00

5 5 4 5 5 4 4.67 5 4 2 3.67

1 1 5 5 2 5 3.17 5 4 1 3.33

2 4 1 4 2 4 2.83 5 2 4 3.67

4 4 2 5 4 4 3.83 4 4 2 3.33

2 5 5 5 2 4 3.83 5 4 3 4.00

2 4 1 5 1 4 2.83 5 4 2 3.67

1 5 4 5 4 4 3.83 5 3 1 3.00

2 4 3 5 2 4 3.33 3 2 4 3.00

4 4 5 5 4 3 4.17 4 4 3 3.67

1 4 5 5 1 5 3.50 5 2 1 2.67

2 5 5 5 2 4 3.83 5 4 3 4.00

1 5 4 5 5 5 4.17 5 3 3 3.67

1 5 4 5 5 5 4.17 5 3 4 4.00

51

4 4 4 4 4 4 4.00 5 2 2 3.00

1 4 4 4 2 3 3.00 3 1 4 2.67

3 4 5 5 2 5 4.00 5 2 2 3.00

4 5 2 5 4 4 4.00 4 4 4 4.00

3 4 3 5 4 4 3.83 4 5 2 3.67

4 3 5 4 5 3 4.00 4 4 4 4.00

1 5 4 5 4 5 4.00 5 3 4 4.00

2 5 4 4 2 4 3.50 5 2 2 3.00

5 5 4 5 5 4 4.67 5 4 2 3.67

1 1 5 5 2 5 3.17 5 4 1 3.33

2 4 1 4 2 4 2.83 5 2 4 3.67

4 4 2 5 4 4 3.83 4 4 2 3.33

2 5 5 5 2 4 3.83 5 4 3 4.00

2 4 1 5 1 4 2.83 5 4 2 3.67

1 5 4 5 4 4 3.83 5 3 1 3.00

2.38 4.22 3.68 4.76 3.08 4.14 3.71 4.62 3.18 2.62 3.47

REMUNERATION SOCIAL/ MUTUAL SUPPORT EMOTIONAL EXHAUSTION

REM1 REM2 Mean SS1 SS2 SS3 SS4 Mean EE1 EE2 EE3 Mean

1 4 2.50 1 5 4 1 2.75 1 4 2 2.33

5 4 4.50 2 4 1 3 2.50 4 4 3 3.67

1 2 1.50 1 1 3 4 2.25 5 4 1 3.33

4 2 3.00 4 2 2 4 3.00 3 4 2 3.00

2 5 3.50 4 2 4 4 3.50 4 2 4 3.33

3 5 4.00 4 3 2 1 2.50 3 4 5 4.00

2 2 2.00 4 5 4 2 3.75 4 2 2 2.67

2 4 3.00 1 1 4 2 2.00 2 2 2 2.00

5 3 4.00 4 2 5 3 3.50 2 2 1 1.67

3 2 2.50 3 4 4 3 3.50 4 5 3 4.00

4 2 3.00 1 1 1 1 1.00 2 2 3 2.33

3 5 4.00 4 3 2 1 2.50 3 4 5 4.00

5 5 5.00 2 2 1 4 2.25 4 4 1 3.00

5 5 5.00 2 2 1 4 2.25 4 4 1 3.00

3 4 3.50 2 2 2 2 2.00 2 2 2 2.00

2 4 3.00 4 4 2 2 3.00 2 2 2 2.00

5 5 5.00 1 2 1 3 1.75 3 2 3 2.67

4 4 4.00 4 4 2 2 3.00 2 4 4 3.33

4 2 3.00 4 5 1 1 2.75 4 2 1 2.33

52

4 3 3.50 2 4 4 2 3.00 4 4 4 4.00

2 4 3.00 2 2 2 1 1.75 2 2 2 2.00

1 4 2.50 1 5 4 1 2.75 1 4 2 2.33

5 4 4.50 2 4 1 3 2.50 4 4 3 3.67

1 2 1.50 1 1 3 4 2.25 5 4 1 3.33

4 2 3.00 4 2 2 4 3.00 3 4 2 3.00

2 5 3.50 4 2 4 4 3.50 4 2 4 3.33

3 5 4.00 4 3 2 1 2.50 3 4 5 4.00

2 2 2.00 4 5 4 2 3.75 4 2 2 2.67

2 4 3.00 1 1 4 2 2.00 2 2 2 2.00

5 3 4.00 4 2 5 3 3.50 2 2 1 1.67

3 2 2.50 3 4 4 3 3.50 4 5 3 4.00

4 2 3.00 1 1 1 1 1.00 2 2 3 2.33

3 5 4.00 4 3 2 1 2.50 3 4 5 4.00

5 5 5.00 2 2 1 4 2.25 4 4 1 3.00

5 5 5.00 2 2 1 4 2.25 4 4 1 3.00

3 4 3.50 2 2 2 2 2.00 2 2 2 2.00

2 4 3.00 4 4 2 2 3.00 2 2 2 2.00

5 5 5.00 1 2 1 3 1.75 3 2 3 2.67

4 4 4.00 4 4 2 2 3.00 2 4 4 3.33

4 2 3.00 4 5 1 1 2.75 4 2 1 2.33

4 3 3.50 2 4 4 2 3.00 4 4 4 4.00

2 4 3.00 2 2 2 1 1.75 2 2 2 2.00

1 4 2.50 1 5 4 1 2.75 1 4 2 2.33

5 4 4.50 2 4 1 3 2.50 4 4 3 3.67

1 2 1.50 1 1 3 4 2.25 5 4 1 3.33

4 2 3.00 4 2 2 4 3.00 3 4 2 3.00

2 5 3.50 4 2 4 4 3.50 4 2 4 3.33

3 5 4.00 4 3 2 1 2.50 3 4 5 4.00

2 2 2.00 4 5 4 2 3.75 4 2 2 2.67

2 4 3.00 1 1 4 2 2.00 2 2 2 2.00

3.16 3.6 3.38 2.66 2.86 2.56 2.42 2.63 3.08 3.12 2.54 2.91

53

WORKING ENVIRONMENT

SELF RESPECT

WE1 WE2 WE3 Mean SR1 SR2 SR3 Mean

5 4 4 4.33 2 5 1 2.67

1 5 5 3.67 5 5 5 5.00

5 5 4 4.67 5 5 2 4.00

4 4 4 4.00 4 4 5 4.33

5 2 4 3.67 4 5 5 4.67

2 4 2 2.67 5 5 4 4.67

4 4 2 3.33 5 5 4 4.67

4 4 2 3.33 5 5 5 5.00

5 5 4 4.67 4 3 4 3.67

3 4 2 3.00 4 3 4 3.67

2 4 2 2.67 5 5 2 4.00

2 4 2 2.67 5 5 2 4.00

4 2 3 3.00 5 5 4 4.67

4 2 3 3.00 5 5 4 4.67

4 2 2 2.67 4 3 4 3.67

4 5 3 4.00 4 5 4 4.33

2 4 2 2.67 5 5 1 3.67

4 2 4 3.33 4 4 4 4.00

4 4 4 4.00 5 5 4 4.67

2 2 4 2.67 4 4 2 3.33

4 4 4 4.00 5 5 2 4.00

5 4 4 4.33 2 5 1 2.67

1 5 5 3.67 5 5 5 5.00

5 5 4 4.67 5 5 2 4.00

4 4 4 4.00 4 4 5 4.33

5 2 4 3.67 4 5 5 4.67

2 4 2 2.67 5 5 4 4.67

4 4 2 3.33 5 5 4 4.67

4 4 2 3.33 5 5 5 5.00

5 5 4 4.67 4 3 4 3.67

3 4 2 3.00 4 3 4 3.67

2 4 2 2.67 5 5 2 4.00

2 4 2 2.67 5 5 2 4.00

4 2 3 3.00 5 5 4 4.67

4 2 3 3.00 5 5 4 4.67

4 2 2 2.67 4 3 4 3.67

4 5 3 4.00 4 5 4 4.33

54

2 4 2 2.67 5 5 1 3.67

4 2 4 3.33 4 4 4 4.00

4 4 4 4.00 5 5 4 4.67

2 2 4 2.67 4 4 2 3.33

4 4 4 4.00 5 5 2 4.00

5 4 4 4.33 2 5 1 2.67

1 5 5 3.67 5 5 5 5.00

5 5 4 4.67 5 5 2 4.00

4 4 4 4.00 4 4 5 4.33

5 2 4 3.67 4 5 5 4.67

2 4 2 2.67 5 5 4 4.67

4 4 2 3.33 5 5 4 4.67

4 4 2 3.33 5 5 5 5.00

3.56 3.68 3.18 3.47 4.46 4.62 3.5 4.19