The connection between the school environment and teachers' burnout in primary schools in Arab society in Israel

Abstract

The teacher is an individual within an overall organizational system, characterized by intensity and dynamism. At the same time, the teacher influences and is also influenced by the environmental context. Thus, it is essential to examine the teacher's perceptions of the organization in which he operates and his feelings as an employee, assuming that these affect his style of work and efficiency. Besides, the school culture and environment contribute to the teacher's burnout and describe the process of burnout as the teacher's gradual loss of interest and enthusiasm at work. Consequently, the teacher develops a negative attitude towards himself and feelings of resentment and hostility towards his colleagues. If so, it can be said that burnout leaves its mark on the teacher's mental world and behavior, influences his conduct in the learning environment, and interferes with the achievement of his educational goals. Burned-out teachers can cause damage to the organizational environment to the point of impairing school functioning. Burnout can also create an obstacle to achieving educational purposes in general and academic achievement in particular. Likely, burnout teachers will not invest the effort necessary to yield their students' academic and scholarly achievements. Against this background, this study is carried out to enrich the research field, specifically in examining the connection between school environment and the teachers' burnout in primary schools in Arab society in Israel. The study was based on a quantitative method; about 341 teachers from elementary schools in the Arab community in Israel participated. The researchers used three questionnaires: A questionnaire of demographics about the participants and the setting. A questionnaire relating to the school environment consists of 30 items. The teacher's evaluation of his feelings in his work - burnout, which includes 14 items. The results of the study show a (1) significant negative relationship between the organizational environment of the school and the level of burnout among Arab teachers in elementary schools in Israel and (2) a meaningful positive relationship between the teacher's years of seniority and his burnout.