Psychological burnout and its relationship to self-efficacy and job performance among inclusive kindergarten teachers

Abstract

Abstract

This study aimed to identify the leval of burnout and its relationship to self-efficacy and job performance among inclusive kindergarten teachers. The study employed a descriptive survey methodology, utilizing a questionnaire consisting of three sections: burnout (22 items), self-efficacy (15 items), and job performance (14 items). The sample comprised all kindergarten teachers in the Qasaba Amman district, totaling 100 teachers. The results showed a high level of burnout among the inclusive kindergarten teachers, while their self-efficacy and job performance levels were found to be moderate. A statistically significant negative correlation was also found between burnout and both self-efficacy and job performance among the inclusive kindergarten teachers. The study recommended the need to pay attention to inclusive kindergarten teachers and to provide all necessary support.

Keywords: Burnout, Self-Efficacy, Job Performance, Kindergarten, Inclusive Schools