Relationship between Depression, Anxiety, Stress and Job Burnout with Teachers' Working Memory

Document Type : Original Article

Authors

1 MA, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Zahedan, Iran.

2 Department of Psychology, University of Sistan and Baluchestan

Abstract

Job burnout results in decreased productivity and the depletion of human resources, leading to detrimental impacts on individuals, families, and society. This study aimed to explore the relationships among five key variables: stress, depression, anxiety, job burnout, and teachers' working memory. The study population comprised teachers from Zabul city during the 2022-2024 academic years. A sample of 120 teachers was selected using cluster random sampling for descriptive and correlational analyses. Working memory was assessed using the Working Memory Questionnaire (Daneman & Carpenter, 1980). Stress, anxiety, and depression were measured using the Depression, Anxiety, and Stress Scale (DASS-21). Job burnout was evaluated with the Maslach and Jackson's 1980 Burnout Inventory (MBI). The study utilized descriptive statistics and Pearson's correlation coefficient, as well as step-by-step regression analysis, to examine the relationships among stress, depression, anxiety, job burnout, and working memory. The findings indicated a strong correlation among these variables. Regression analysis showed that burnout was the most significant predictor of teachers' working memory compared to the other three variables.

Keywords

References

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Iranian Journal of Organizational psychology
Volume 1, Issue 2
June 2024
Pages 19-30

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