Among all participants, 46.5% had a high standard for emotional exhaustion, 54.7% had a low standard for personal accomplishment and 32.7% had high scores for
depersonalization, which were higher than those of literature (24).
Teacher burnout The 22-item Maslach Burnout Inventory Educators Survey (MBI; Maslach et al., 1997) was used to measure teachers' subjective level of general burnout with teaching along three dimensions: emotional exhaustion (nine items),
depersonalization (five items), and personal accomplishment (eight items).
Burnout is psychological process of cognitive and emotional deterioration that occurs under conditions of persistent chronic stress and manifest itself in the form of emotional exhaustion,
depersonalization, and decreased motivation and output.
Also, a considerable percentage of the individuals had a high score in the
depersonalization dimension which is a lot higher than the percentages obtained in the studies performed and conducted by Arab et al.
In the multiple regression analysis, it was observed that
depersonalization, which is the dependent variable, was affected by 2 unwanted student behaviors, which is the independent variable (Table 7).
We used the Maslach Burnout Inventory-Educator Survey (MBI-ES; Maslach et al., 1996) to measure participants' level of burnout, determined by three subscales: emotional exhaustion (EE),
depersonalization (DP), and reduced personal accomplishment (PA).
In terms of work experience and job burnout, a significant association was observed (the p-values for emotional exhaustion,
depersonalization, and perceived lack of personal achievement were, respectively, 0.84, 0.25, and 0.07).
The inventory is divided into three subscales of Emotional Exhaustion,
Depersonalization, and Personal Accomplishment.