The Relationship Between Job Burnout of Kindergarten Teachers in Shanghai and their Personality Traits
With the aim of extending prior findings to a new population, the present study, used quantitative research design methodologies to examine the possible correlations between job burnout of kindergarten teachers in Shanghai and their personality traits as well as their demographic characteristics. An online survey was completed by 140 full-time kindergarten teachers in Yangpu District, Shanghai, who reported their demographic information, perceived burnout levels as measured by the Maslach Burnout Inventory—Educators Survey (MBI-ES)(Maslach, Jackson &Schwab, 1996), and personality factors measured by the NEO Five Factor Inventory (Costa & McCrae, 1989). The demographic variables that were found to be correlated with the burnout level of kindergarten teachers in Shanghaiwere age, teaching experience and educational background. The results of this study indicated that teachers with more years of teaching experience were more likely to experience higher levels of emotional exhaustion and depersonalization. Compared with older teachers in kindergarten, younger teachers in Shanghai were found to be more at risk for emotional exhaustion. This study also provided strong evidence to support that those teachers who have a bachelor degree or above tended to feel more accomplished in their work. Marital status and the type of school were not related to burnout of kindergarten teachers in Shanghai. As for personality factors, there was an association between the NEO Five Factor Inventory scales of neuroticism, agreeableness,and openness and the MBI-ES burnout dimensions.Kindergarten teachers in Shanghai who scored higher in neuroticism reported feeling more emotional exhaustion, depersonalization and feeling less personal accomplishment. Kindergarten teachers in Shanghai who scored higher score in agreeableness reported feeling less emotional exhaustion and depersonalization. Kindergarten teachers in Shanghai who scored higher in openness to experience reported feeling less depersonalization and more personal accomplishment. The identification of individual types that are more susceptible to burnout hopefully would render practical values to both the employees and the administrators in Shanghai kindergartens.For those who have the intention of working as kindergarten teachers, knowing the possible correlations between individual traits and job burnout could tell them whether they might experience burnout if they choose this profession and whether such a decision is reasonable for their personality. As to administrators, they are able to recognize exhausted employees based on their individual characteristics and offer in time coping strategies that might protect these kindergarten teachers from burnout.
Early childhood education, Educational psychology, Teacher education, Education, China, Teacher burnout, Educational Administration and Supervision, Educational Leadership
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