Examining the Burnout among Female Teachers and Its Effects on Their Performance at the Higher Secondary School Level in District Layyah

Abstract

The present study investigates the level of burnout among female teachers at the higher secondary school level in District Layyah and examines its impact on their teaching performance. The study adopts a quantitative research design, with data collected from a sample of 100 female teachers selected through a multistage sampling technique. The Maslach Burnout Inventory (MBI) was used to measure burnout across three dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. Descriptive statistics, correlation, and regression analyses were employed to analyze the data. The findings reveal that burnout is a prevalent issue, with the majority of teachers experiencing moderate to high levels of burnout. Emotional exhaustion emerged as the most significant dimension, indicating high levels of work-related stress among teachers. The results further demonstrate a strong negative relationship between burnout dimensions (emotional exhaustion and depersonalization) and teaching effectiveness, student feedback, and classroom performance. In contrast, reduced personal accomplishment showed a positive relationship with performance indicators, highlighting the importance of teacher self-efficacy. Regression analysis confirmed that burnout significantly predicts teaching effectiveness, with emotional exhaustion being the strongest negative predictor. In conclusion, the study emphasizes that burnout among female teachers is a critical issue that directly influences teaching quality and student outcomes. The findings suggest the need for institutional support, improved working conditions, and effective stress management strategies to enhance teacher well-being and professional performance.