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).
scores are as follows: [less than or equal to] 6: low-level burnout; 7 to 12: moderate burnout; [greater than or equal to] 13: high-level burnout.
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.
All questions are divided into three sub-scales which are used as indicators for assessing the degree of emotional exhaustion, depersonalization
and personal satisfaction.
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).
On the premise of immersing participants in a group, scholars have utilized a variety of methods to operationalize anonymity and induce depersonalization
in online settings.
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).
Hipps and Malpin  found that in difficult work conditions, educators with external control orientation reported less job stress, emotional exhaustion and depersonalization
than those with internal control orientations.
The inventory is divided into three subscales of Emotional Exhaustion, Depersonalization
, and Personal Accomplishment.