The Impact of Job Burnout on Performance Efficiency of Senior High School Teachers at Shiyan Foreign Language School in Shenzhen, China
DOI:
https://doi.org/10.14456/jriie.2025.7คำสำคัญ:
Job Burnout, Performance Efficiency, Teachersบทคัดย่อ
This quantitative study examined job burnout and performance efficiency among 150 senior high school teachers at Shiyan Foreign Language School in Shenzhen, China. The research had three objectives: (1) to assess the level of job burnout, (2) to evaluate the level of performance efficiency, and (3) to examine the relationship between these variables. Data were collected using a questionnaire and analyzed through descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlation and multiple regression analysis). The results revealed that most teachers did not show signs of burnout in terms of emotional exhaustion and depersonalization, but reported a high level of personal accomplishment. Correlation analysis indicated that performance efficiency was negatively related to emotional exhaustion (r = -0.350) and depersonalization (r = -0.749), while personal accomplishment had a significant positive relationship (r = 0.703), all at the 0.01 significance level. Furthermore, regression analysis confirmed that all three dimensions of job burnout significantly influenced performance efficiency at the 0.05 level.
In conclusion, the study demonstrates that emotional exhaustion and depersonalization negatively affect performance efficiency, while personal accomplishment positively enhances it. These findings highlight the predictive role of job burnout in teacher performance and provide practical insights for managing teacher well-being and productivity.
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