Prevalence and Determinants of Burnout among Nigerian Primary School Teachers

Abstract

According to studies, teachers who carry out their duties daily report significant levels of psychosocial job hazards and burnout. The nature of the association between psychosocial job hazards and teachers' burnout levels in the Nigerian context, however, are poorly supported by empirical data. Based on this fact and using age and marital status as moderating variables, this research investigated the prevalence and determinants of burnout among primary school teachers. Using a cross-sectional survey research design, a sample of 254 primary school teachers in Enugu State, Nigeria were surveyed. A 28-item psychosocial work hazards questionnaire (α =.74) and a 25-item burnout inventory (α = 0.81) that were fully validated and trial-tested were used to collect the data. The data were analyzed using structural equation modeling methods and hierarchical linear regression. The findings of the study revealed a high prevalence of burnout (58.3%) among rural community primary school teachers. It was also found that burnout and primary school teachers' s work hazards were positively and significantly correlated. In addition, burnout among primary school teachers significantly correlated with age and marital status. Thus, workplace psychosocial risks are effective predictors of burnout. These findings have practical and policy implications because the goals of primary education cannot be achieved unless the burnout rate among teachers is drastically reduced through the efforts of the education psychologist.