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Volume 14, Issue 3 (Iranian Journal of Ergonomics-In Press 2026)
Iran J Ergon 2026, 14(3): 0-0 |
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Azizmalayeri K, Sormei E. Psychosocial Factors of Job Burnout Among Elementary School Teachers: The Role of Parental Expectations, Collaboration, and Respect for Teachers’ Professional Status. Iran J Ergon 2026; 14 (3)
URL: http://journal.iehfs.ir/article-1-1169-en.html
URL: http://journal.iehfs.ir/article-1-1169-en.html
1- Department of Educational Sciences, Faculty of Humanities, Malayer University, Malayer, Iran , k.azizmalayeri@malayeru.ac.ir
2- Department of Educational Sciences, Faculty of Humanities, Malayer University, Malayer, Iran
2- Department of Educational Sciences, Faculty of Humanities, Malayer University, Malayer, Iran
Abstract: (32 Views)
Background and Objective: Occupational burnout is one of the major psychosocial factors affecting teachers’ occupational health and may have substantial individual and organizational consequences. This study aimed to predict occupational burnout among elementary school teachers based on psychosocial factors related to parents’ interactions with schools.
Methods: This descriptive correlational study was conducted during the 2024–2025 academic year among elementary school teachers in Borujerd, Iran. The study sample consisted of 384 teachers, determined based on the Krejcie and Morgan table. Data were collected using a researcher-developed questionnaire assessing psychosocial factors associated with the role of parents in teachers’ occupational burnout and the Maslach and Jackson Burnout Inventory. Cronbach’s alpha coefficients for the two questionnaires were 0.87 and 0.84, respectively. The content and construct validity of the researcher-developed questionnaire were also confirmed at an acceptable level. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis.
Results: Significant relationships were found between teachers’ occupational burnout and parents’ unrealistic organizational expectations, parental cooperation in educational and pedagogical activities, parents’ awareness of educational and pedagogical responsibilities, and parents’ respect for teachers’ professional status. The regression model was statistically significant, and parents’ unrealistic organizational expectations were the strongest predictor of occupational burnout, with a standardized beta coefficient of 0.63.
Conclusion: Managing parental expectations, clarifying reciprocal responsibilities, and strengthening family–school communication and collaboration may contribute to creating a supportive psychosocial environment and reducing occupational burnout among teachers.
Methods: This descriptive correlational study was conducted during the 2024–2025 academic year among elementary school teachers in Borujerd, Iran. The study sample consisted of 384 teachers, determined based on the Krejcie and Morgan table. Data were collected using a researcher-developed questionnaire assessing psychosocial factors associated with the role of parents in teachers’ occupational burnout and the Maslach and Jackson Burnout Inventory. Cronbach’s alpha coefficients for the two questionnaires were 0.87 and 0.84, respectively. The content and construct validity of the researcher-developed questionnaire were also confirmed at an acceptable level. Data were analyzed using Pearson’s correlation coefficient and multiple regression analysis.
Results: Significant relationships were found between teachers’ occupational burnout and parents’ unrealistic organizational expectations, parental cooperation in educational and pedagogical activities, parents’ awareness of educational and pedagogical responsibilities, and parents’ respect for teachers’ professional status. The regression model was statistically significant, and parents’ unrealistic organizational expectations were the strongest predictor of occupational burnout, with a standardized beta coefficient of 0.63.
Conclusion: Managing parental expectations, clarifying reciprocal responsibilities, and strengthening family–school communication and collaboration may contribute to creating a supportive psychosocial environment and reducing occupational burnout among teachers.
Keywords: Psychosocial Factors, Occupational Burnout, Job Demands, Social Support, Parent-Teacher Relations.
Type of Study: Research |
Subject:
Industrial and Organizational Psychology
Received: 2026/08/17 | Accepted: 2026/10/2 | ePublished: 2026/10/2
Received: 2026/08/17 | Accepted: 2026/10/2 | ePublished: 2026/10/2
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