International Journal of Science, Engineering and TechnologyAuthors: Dr. Sarmistha Choudhury, Sohail M Sangma
Abstract: Teaching at the secondary school level demands not only subject expertise but also sustained emotional engagement and adaptability in the face of diverse classroom challenges. These demands, coupled with institutional pressures, can contribute to a state of professional burnout is a phenomenon characterized by emotional weariness, depersonalization, and diminished sense of personal achievement. Such experiences may, in turn, influence how teachers perceive their work, shaping their overall sense of job satisfaction. This study investigates the rate of burnout among secondary school educators and explores patterns in their levels of job satisfaction. Further, it investigates how these two variables interact, providing insight into whether and to what extent burnout impacts teachers’ professional contentment. Using standardized measures — the Teachers’ Burnout Scale (TBS) by Prof. Madhu Gupta & Ms. Surekha Rani (2011) and the Teachers’ Job Satisfaction Questionnaire (TJSQ) by Dr. Amar Singh & Dr. T.R. Sharma (1999) — data were collected from a representative sample of educators. The analysis offers a profound understanding of the emotional and motivational dynamics within profession of teaching with implications for policy and practice aimed at enhancing teacher well-being and effectiveness
DOI: http://doi.org/10.5281/zenodo.17291769
