Comparison of Job Stress and Job Burnout in Native and Non-Native Teachers of Secondary Schools in Chabahar City

Document Type : Original Article

Authors

1 MSc in General Psychology, Sistan and Baluchestan Education and Training Organization, Chabahar, Iran.

2 Ph.D Student in Educational Psychology, South Khorasan Education and Training Organization, Ferdows, Iran.

Abstract

The aim of this study was to examine job stress and job burnout in native and non-native teachers. This study employed a causal-comparative design. The research focused on all native and non-native teachers of Chabahar city in the academic year 2024-2025. Out of the group, 104 individuals were chosen (52 native teachers and 52 non-native teachers) through convenience sampling. Data were gathered using the Osipow's (1987) Job Stress Questionnaire and Maslach’s (1981) Job Burnout scale. Data were examined through both descriptive statistics and multivariate analysis of variance. Based on the results, native and non-native teachers showed varying levels of job stress (p < .05). In simpler terms, non-native teachers scored higher on scales of overload, role ambiguity, role-related tasks, responsibility, and stress related to the physical environment compared to native teachers. Also, non-native teachers scored higher on burnout subscales including emotional exhaustion and depersonalization compared to native teachers (p < .01). From the findings, it can be concluded that teachers' native and non-native backgrounds can lead to a significant difference in their job stress and burnout.

Keywords

References

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Iranian Journal of Organizational psychology
Volume 2, Issue 1
April 2025
Pages 57-65

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