Burnout among kindergarten Teachers

Abstract

The current research aims to identify psychological burnout among kindergarten teachers, and the difference in psychological burnout among kindergarten teachers according to years of service (experience). The research community consisted of kindergarten teachers in the General Directorate of Education Baghdad / Rusafa 1, numbering (380) Rusafa 2, numbering (382) in Baghdad Governorate. A sample was chosen randomly if it reached 60 teachers from the research community. In order to achieve the research objectives, the researcher relied on the Maslach scale for psychological burnout, which was translated into the Jordanian environment by (Muqablah and Salama, 1993). And adapted to the Iraqi environment by (Al-Khazraji, 2002). The scale was based on a sample of kindergarten teachers in Baghdad, as it addressed the same sample. The scale consisted of 22 items with four alternatives: "never," "rarely," "sometimes," and "always." The researcher selected the appropriate alternative for each item.          The scale was presented to arbitrators and experts, and its validity and reliability were verified. The researcher reached the following conclusions: 1. Kindergarten teachers have moderate burnout. 2. There were no statistically significant differences in the variable of academic achievement (diploma - bachelor's degree).

In light of the research results, the researcher recommends the following: Kindergarten teachers who have experience and expertise should provide support through encouragement and providing them with ideas, educational materials, and new strategies.

     The researcher suggested the following: 1. Conduct a comparative study between kindergarten teachers and primary school teachers on some variables. 2. Conduct a study on the difficulties surrounding the work of kindergarten teachers and methods for resolving them.