[ Évaluation de l'épuisement professionnel chez les enseignants universitaires au Maroc ]
Volume 16, Issue 4, June 2016, Pages 914–921
Mohamed Salim ELMOSSATI1, Ahmed O.T. Ahami2, Hassan Oudda3, and Youssfi Elkettani4
1 Laboratoire de Biotechnologie, environnement et qualité, Département de la chimie, Faculté des sciences, Université Ibn Tofail, BP.133, Kenitra, Morocco
2 Unité Neurosciences et Nutrition, Laboratoire Biologie et Santé, Département de Biologie, BP.133 Faculté des Sciences, Kenitra, Maroc
3 Laboratoire de Biotechnologie, environnement et qualité, Département de la chimie, Faculté des sciences, Université Ibn Tofail, BP.133, Kenitra, Morocco
4 Department of Mathematics, Faculty of Sciences, University Ibn Tofail, Kenitra, Morocco
Original language: French
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Although the validity of Maslach burnout scale is established across different countries and cultures, there is a minimal research on burnout in Morocco especially among university teachers. Therefore, the purpose of this study was to assess burnout among university teachers in Morocco. Burnout was diagnosed by using the Maslach Burnout inventory (MBI), which examines symptoms of burnout (emotional exhaustion (EE), depersonalization (DP) and the loss of personal accomplishment (PA)). MBI was administered to a simple sample of 121 full time university teachers using a questionnaire survey; the sample was selected randomly, and it vary by gender, age, marital status, rank, and seniority. The results showed that 64% of teachers suffer from burnout, 47% of them have an average burnout, and 17% have low exhaustion. The results also confirmed that 8% of emotional exhaustion was explained by the rank. 18% of depersonalization was affected by marital status, rank, and seniority. In addition, Married and highly ranked professors suffer less from depersonalization. Also, the results indicated that a personal accomplishment affected by, seniority, and age. In conclusion, burnout is not just generated by a stressful environment, but also by other by factors such as work and social environment a poor quality of life, and feelings that are associated with dissatisfaction at work.
Author Keywords: Quality of life, burnout, university, professional life, psychology, education.
Volume 16, Issue 4, June 2016, Pages 914–921
Mohamed Salim ELMOSSATI1, Ahmed O.T. Ahami2, Hassan Oudda3, and Youssfi Elkettani4
1 Laboratoire de Biotechnologie, environnement et qualité, Département de la chimie, Faculté des sciences, Université Ibn Tofail, BP.133, Kenitra, Morocco
2 Unité Neurosciences et Nutrition, Laboratoire Biologie et Santé, Département de Biologie, BP.133 Faculté des Sciences, Kenitra, Maroc
3 Laboratoire de Biotechnologie, environnement et qualité, Département de la chimie, Faculté des sciences, Université Ibn Tofail, BP.133, Kenitra, Morocco
4 Department of Mathematics, Faculty of Sciences, University Ibn Tofail, Kenitra, Morocco
Original language: French
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Although the validity of Maslach burnout scale is established across different countries and cultures, there is a minimal research on burnout in Morocco especially among university teachers. Therefore, the purpose of this study was to assess burnout among university teachers in Morocco. Burnout was diagnosed by using the Maslach Burnout inventory (MBI), which examines symptoms of burnout (emotional exhaustion (EE), depersonalization (DP) and the loss of personal accomplishment (PA)). MBI was administered to a simple sample of 121 full time university teachers using a questionnaire survey; the sample was selected randomly, and it vary by gender, age, marital status, rank, and seniority. The results showed that 64% of teachers suffer from burnout, 47% of them have an average burnout, and 17% have low exhaustion. The results also confirmed that 8% of emotional exhaustion was explained by the rank. 18% of depersonalization was affected by marital status, rank, and seniority. In addition, Married and highly ranked professors suffer less from depersonalization. Also, the results indicated that a personal accomplishment affected by, seniority, and age. In conclusion, burnout is not just generated by a stressful environment, but also by other by factors such as work and social environment a poor quality of life, and feelings that are associated with dissatisfaction at work.
Author Keywords: Quality of life, burnout, university, professional life, psychology, education.
Abstract: (french)
L’objectif de l’étude est d’évaluer le burnout chez un échantillon d’enseignants universitaires au Maroc. Cent vingt et un professeurs à temps plein ont participé à cette étude, qui varient selon le sexe, l’âge, le statut matrimonial, le grade et l’ancienneté à l’université. Le burnout est diagnostiqué à l’aide de l’échelle de Maslach Burnout (MBI), qui a pour objectif la détection de : l’épuisement émotionnel (EE), dépersonnalisation (D) et la perte de l’accomplissement personnel (AP). 64% d’enseignants souffrent de l’épuisement professionnel, dont 47% d’épuisement modéré et 17 % de faible épuisement, les résultats confirment également que 8% d’EE est expliqué par le grade de l’enseignant. 18 % de DP est expliqué par le statut matrimonial, le grade et l’ancienneté, les mariés souffrent moins de DP que les célibataires, et les professeurs d’enseignement supérieurs (PES) moins que tous les autres grades (Professeur assistant, Professeur habilité..). Une relation négative entre la perte d’accomplissement personnel et l’ancienneté, et positive avec l’âge. En conclusion le burnout est généré par un environnement stressant qui induit une mauvaise qualité de vie, associé à des sentiments d’insatisfactions au travail, c’est un défi à surmonter par le dépistage et le contrôle des facteurs qui génèrent l’épuisement professionnel.
Author Keywords: Qualité de vie, burnout, université, vie professionnel, psychologie, éducation.
How to Cite this Article
Mohamed Salim ELMOSSATI, Ahmed O.T. Ahami, Hassan Oudda, and Youssfi Elkettani, “Assessing burnout among university teachers in Morocco,” International Journal of Innovation and Applied Studies, vol. 16, no. 4, pp. 914–921, June 2016.
