Burnout Levels of Omani Female Teachers of Pupils with Learning Disabilities

Abstract

This study aimed at identifying burnout levels of Omani
female teachers working with students with learning disabilities. The
study investigated possible differences in burnout according to the
participants' specialization, educational degree, and social status. It
also explored the relationships between burnout and teaching
experience, training workshops, and students' economic status.
The sample consisted of 200 female teachers who taught grades 1 to 4
in the Sultanate of Oman. The researchers used Maslach Burnout
Inventory (MBI; Maslach & Jackson, 1981) with its three dimensions:
emotional exhaustion, depersonalization, and feelings of low personal
accomplishment.
The findings indicated that the current sample showed low levels of
burnout. These levels of burnout differed based on teachers'
specializations (favoring science and math) and educational degree
(favoring teachers with a bachelor’s degree compared to those with
high diploma) but not based on the teachers’ social status. Results
also showed that levels of all burnout dimensions increase as students'
economic status decreases. No relationship, however, was found
between burnout and teachers' experience or training workshops.
Recommendations for teachers of learners with disabilities are
offered.