Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics

Authors

  • Dominic Owusu Ola College of Education, Ghana https://orcid.org/0000-0003-0496-9081
  • Francis Arthur Faculty of Humanities and Social Sciences Education, University of Cape Coast, Ghana https://orcid.org/0000-0001-7792-6563
  • Anthony Kwabena Nkyi Faculty of Educational Foundations, University of Cape Coast, Ghana https://orcid.org/0000-0001-9381-5898
  • Mark Owusu Amponsah Department of Education and Psychology, University of Cape Coast, Ghana https://orcid.org/0000-0002-2920-7043
  • Godwin Awabil Faculty of Educational Foundations, University of Cape Coast, Ghana
  • Stephen Doe Fia Faculty of Educational Foundations, University of Cape Coast, Ghana
  • Kwasi Otopa Antiri Presbyterian University, Ghana

DOI:

https://doi.org/10.47852/bonviewIJCE32021809

Keywords:

burnout, depersonalisation, emotional exhaustion, gender, teaching experience

Abstract

Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities.

 

Received: 27 September 2023 | Revised: 16 November 2023 | Accepted: 22 November 2023

 

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

The data that supports the findings of this study are available from the corresponding author on reasonable request.

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Published

2023-11-23

How to Cite

Owusu, D., Arthur, F., Kwabena Nkyi, A., Owusu Amponsah, M., Awabil, G., Doe Fia, S., & Otopa Antiri, K. (2023). Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics. International Journal of Changes in Education. https://doi.org/10.47852/bonviewIJCE32021809

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Section

Research Articles