The Influence of Demographic Factors on Teachers’ Burnout in Government Junior and Secondary Schools of Areka Town, Ethiopia

The Influence of Demographic Factors on Teachers’ Burnout in Government Junior and Secondary Schools of Areka Town, Ethiopia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Influence of Demographic Factors on Teachers’ Burnout in Government Junior and Secondary Schools of Areka Town, Ethiopia Paulos Dea, Endale Demissie This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9054358/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract The purpose of this study was to investigate the influence of demographic factors on teaching staff burnout in Government junior and secondary schools of Areka Town. To attain this purpose, a correlation design was used. The target population of this study is the government junior and secondary school teachers. The sample of 200 teachers (with 80% response rate) was selected using simple random sampling techniques. A likert scale type questionnaire on teachers’ burnout was used. Frequency and percentage were used to describe the demographic variables. Pearson correlation and a series of multivariate analyses were used to assess the relationship among the variables. Furthermore, two ways ANOVA and independent t-test were used to show the significant mean and compare differences among groups under the study. The finding showed that sex and age of teachers as demographic variables appeared to have negative and statistically significant relation to emotional exhaustion and depersonalization. Moreover, all demographic variables except sex were found to have positive and statistically significant correlation to the personal accomplishment of teachers. It was concluded that those male teachers, more qualified and aged staffs and those teaching at secondary school levels were likely to experience low burnout compared to their counter parts respectively. Improving the school environment and socio economic levels of teachers, appropriate interventions with relatively lower qualification staffs, younger teachers and those teaching in junior secondary schools were potential recommendations. Demographic Factors Burnout Junior Secondary School INTRODUCTION In effort to control the factors that may influence burnout, certain demographics were examined to discover any potential relationship between these and teacher burnout. Previous research has indicated conflicting findings between the possible connection of burnout and gender, with some researchers indicating gender is not a significant factor [38] and others reporting a positive relationship between the two [21, 25]. The same conflicts have been indicated in a meta-analysis of 34 studies of burnout [36]. Another significant conflict was identified when examining a teacher’s years of experience and their levels of burnout. While Jepson and Forrest (2006) indicated that there was no significant relationship between the two, other research has indicated that those who have been teaching longer are often frustrated with organizational climate factors which leads to more stress [21]. In contrast, some researchers claim that novice teachers experience more stressful situations [25, 11]. Most researchers have found that male teachers are more prone to burnout [20, 26, 28, 29]. However, [38] concluded that female teachers were more likely to experience burnout, and several other researchers found no differences in burnout rates between male and female teachers [12,16]. Most studies have concluded that younger teachers are more likely to experience burnout than older teachers [12, 21, 20, 29]. A few studies, however, have reported that teacher burnout increases with age [24, 28] or that there is no significant relationship between age and burnout [40, 4]. Studies conducted on the relationship between years of teaching experience and burnouts have produced mixed findings. Some researchers have found that less experienced teachers are more likely to become burned out [27, 12, 20, 5, 29]. In contrast, Graham [19] reported that teachers with more years of experience tended to show greater signs of burnout than their less experienced colleagues. Moreover, most researchers agree that middle and senior high school teachers are more likely to experience burnout than elementary school teachers [21, 8, 20, 26, 16]. However, these previous studies have not critically examined the influence of demographic factors on burnout of secondary school teachers in developing countries like Ethiopia. Therefore, this study was intended to investigate the influence of demographic factors on teaching staff burnout in junior and secondary schools of Areka Town. Specifically, this study was guided by the following basic research questions: Is there any statistically significant relationship between sex and burnout of Areka Town Junior and Secondary School teachers? Is there any statistically significant relationship between teaching experience and burnout of Areka Town Junior and Secondary School teachers? Is there any statistically significant relationship between educational qualification and burnout of Areka Town Junior and Secondary School teachers? Is there any statistically significant relationship between school level taught and burnout of Areka Town Junior and Secondary School teachers? Is there any statistically significant relationship between age and burnout of Areka Town Junior and Secondary School teachers? LITRATURE REVIEW Individuals suffering from burnout typically exhibit a variety of psychological, physical, and behavioral symptoms. The most common symptoms are summarized below. Psychological symptoms namely occasional feelings of frustration, anger, dissatisfaction, and anxiety are normal parts of any job, but people caught in the burnout cycle experience these negative emotions on a continual basis. Burned out individuals feel helpless, depressed, resentful, and meaningless. Most burnout victims no longer find their jobs interesting or enjoyable and don't even care about doing a good job. They usually feared going to work in the morning [37, 41, 21, 32, 22, 33, 39, 13]. Burnout is generally characterized by some degree of physical symptoms/exhaustion or a general feeling of being tired and rundown. Physical problems associated with burnout include headaches, digestive disorders, high blood pressure, heart palpitations, and insomnia [1, 37, 21, 32, 33, 39, 13]. Researchers have reported that even a moderate amount of stress puts workers at risk for hypertension, cardiovascular disease, and even diabetes [23, 3, 18]. Burnout is often manifested in behavioral symptoms/reactions such as tardiness, absenteeism, poor job performance, and lack of interest and commitment. Teachers who are burned out often distance themselves from students physically and emotionally, feel less sympathetic toward students, teach class less enthusiastically and creatively, and perform tasks by rote. They tend to have a lower tolerance for classroom disruptions and withdraw from social interactions with students and colleagues[37, 41, 33, 39, 28, 13, 7]. Burned out individuals often drink more alcohol or caffeine, adopt unhealthy eating habits, and use drugs such as sleeping pills, tranquilizer, and mood elevators [32, 33]. Therefore, the purpose of this study was to investigate the influence of demographic factors on teachers’ burnout in junior and secondary schools of Areka Town. METHODOLOGY 3.1 Participants The target population of this study was junior and secondary school teachers. The study used simple random sampling techniques to select the teachers. Areka Town has 7 government junior and secondary schools. The study was conducted in three junior and one secondary schools selected with simple random sampling technique. Out of 350 teachers in the four government secondary schools, 200 (80% response rate) were selected to the correlation study in which a questionnaire was administered in a face to face manner by the researchers. 3.2 Instrument The Maslach Burnout Inventory (MBI) as developed by Maslach and Jackson (1996) was adapted and administered. The MBI consists of 21 items which cover three subscales: depersonalization (5 items), personal accomplishment (8 items), and emotional exhaustion (8 items). Each item was rated on a 5-point Likert type scale on the frequency of occurrence (Maslach & Jackson, 1996). For these items, Maslach and Jackson (1996) reported reliability coefficients ranging from 0.71 to 0.90 for the three sub scales. They also demonstrated validity of the MBI in several ways. In addition, five items on demographic factors namely gender, age, qualification; years of teaching experience, marital status and level of school were prepared and used by the researchers. Regarding the adapted teachers’ burnout items, pilot study was conducted with 35 teachers who were not part of the main study. The reliability analysis was preformed based on the pilot data. The pilot study result showed for emotional exhaustion (α= 0.92), depersonalization (α= 0.80) and personal accomplishment (α= 0.91). Which showed high internal consistency and reliability of the instruments in each sub scales. 3.3 Data Analysis The data collected from teachers through questionnaire was processed and analyzed using Statistical Package for Social Science (SPSS) (version 20). Specifically, Pearson correlation and a series of multivariate analyses were used to assess the relationship among the burnout and demographic variables. Statistical techniques namely frequencies, percentages, means and standard deviation were used so as to describe the characteristics of the sample. Furthermore, two ways ANOVA and independent t-test were used to show the significant mean and compare differences among demographic groups on the burnout scales. RESULTS Demographic Information of the Respondents The focus of this section was to summarize the important demographic characteristics of the respondents. Generally, table 1 depicted summary of important demographic characteristics namely sex, qualification, age, school level and marital status. Table 1: Demographic characteristics of the respondents Source: primary data compiled from the questionnaire Gender disproportion was significantly higher among the respondents. Data revealed wider gender imbalance among the teacher educators, that is, the percentage of respondents when disaggregated by gender was 119(74.4%) male and 41(25.6%) female. The ratio of female educators showed significant improvements over the last 18 years compared with 3% during 2008. As indicated in table 1, the sample included four different categories of teacher educators according to their years of teaching experience, namely 1 to5 years 36(22.5%), 6 to10 years 31(13.4%), 11 to15years 25(15.6%), and above 15 years 68(42.5%). Teacher development activities are most effective when carried out collaboratively in an atmosphere of mutual support and encouragement from the experienced ones to the teachers at the induction period [30]. Therefore, as the data indicated the number of experienced teachers who are responsible to support the new teachers was high. Moreover, among the total respondents, only 21(13.1%) had MA/MSC degree, whereas the majority 139(86.9%) of the respondents were first degree holders. Upgrading the qualification of junior and secondary school teachers teaching in the junior and secondary school to degree and Masters Levels has been set as target of school improvement program [31]. In line with the policy documents, the data indicated that all of the respondents in the sampled schools were degree and above indicating that they were well qualified to teach junior and secondary school students. With respect to the level at which the respondents were teaching, 96(60%) were teaching at the junior secondary school where as 64(40%) teaching at the secondary school level. Moreover, 53(33.1%) sampled teacher respondents were single in terms of their marital status where as 107(66.9%) were married. In relation to the teachers age, respondents aged below 25 years 26(16.3%), 26-35 age 69(43.1%), 36-45 age 33(20.6%) and above 45 years 32(20%) indicating that most of the teachers were at the level of energetic and productive age to effectively perform their teaching profession in that to improve the students performance in terms of their skill, knowledge and attitude. 3.5.1. Demographic characteristics in predicting burnout of teachers In this section, the researchers were interested to investigate that if the demographic characteristics of teachers were statistically significant, related to and predicts the teachers’ burnout dimensions such as emotional exhaustion, depersonalization and personal accomplishment. Table 2: Demographic variables in predicting emotional exhaustion and depersonalization Dependent Variable: EEDP (emotional exhaustion and depersonalization), level of sig.: .05 As could be seen in the multiple regression table 2, the sex and qualification of teachers as demographic variables had statistically significant negative regression weights (t = -2.05, p < .05), indicating that women with lower scores on the burnout scales of emotional exhaustion and depersonalization were found to experience lower burnout compared to the male teachers. Similarly, in the same table, qualification of teachers had significant negative relationship (t = -3.48, p < .05) with the burn out scale scores indicating that teachers with the lower qualification were found to score higher burnout scores in emotional exhaustion and depersonalization compared to the teachers with higher qualification. However, for the rest of the demographic predictor variables the relationship was not statistically significant (see table 2). Therefore, except sex and qualification of teachers, the remaining demographic variables were not found to significantly contribute to the multiple regression models. Table 3: Mean differences between qualification and sex on EEDP Key: EEDP (emotional exhaustion and depersonalization), Level of significance: 0.05 Table 3 revealed that statistically significant mean score difference was observed with the sex and qualification of teachers, indicating that those teachers with the MA/MSC degree (t = 3.88, p <.05, df = 158) were found to have low mean scores in emotional exhaustion and depersonalization and as a result experiencing low burnout compared to the first degree holders. Moreover, male teachers were found to reveal higher mean scores (t = 2.25, p < .05, df = 158) on these burnout scales (personal exhaustion and depersonalization) and consequently tended to experience higher burnout compared to female teachers. Table 4: Correlations between demographic variables and EEDP Key: EEDP (emotional exhaustion and depersonalization) As revealed in table 4, the present study did not find any significant relation (r = -.10, p > 0.05) between age and the two dimensions of burnout (personal exhaustion and depersonalization). Moreover, the present study as indicated in table 4 has not found any statistically significant associations (r = -.08, p > 0.05) between marital status and burnout dimensions such as personal exhaustion and depersonalization and this was consistent with the findings of some researchers. For instance, in the previous studies like [35], it was found that there was no association between marital status and teachers' burnout aspects such as personal exhaustion and depersonalization. As revealed in table 4, this study was failed to reveal statistically significant relationship (r = -.109, p > 0.05) between teaching experience and burnout dimensions of emotional exhaustion and depersonalization. Studies conducted on the relationship between years of teaching experience and two burnout dimensions have produced mixed findings. Similarly the same table indicated that there was no significant relationship (r = -.114, p > 0.05) between the two burnout dimensions and level of schools indicating that teachers were expected to experience similar status on these two (personal exhaustion and depersonalization) burnout scales. Table 5: Correlation between demographic variables and personal accomplishment Key: Personal accomplishment (PA) As indicated in table 5, all demographic characteristics of teachers except sex (r = .02, p > .05) had positive and statistically significant correlation to the personal accomplishment of teachers indicating that higher scores in personal accomplishment scales would result in low burnout and the reverse among or between the identified demographic variables such as age (r = 0.37, p < .05), qualification (r = 0.17, p < .05), teaching experience (r = 0.22, p < .05), school level (r = 0.26, p < .05), and marital status (r = 0.14, p < .05) of teachers. The model summary table 6 with the multiple regression R square also indicated that 0.184(18.4%) of the variance in the teachers' personal accomplishment was contributed or explained by the six demographic characteristics of teachers as the predictor variables. Table 6: Model Summary Predictors: (Constant), Marital status of teachers, Qualification of Teachers, Sex of Teachers, School level of the teachers, Age of Teachers, Teaching Experience of teachers It was indicated in table 7 that in order to examine the mean differences across the levels of educational qualification and schools where the teachers are teaching, the independent t test provided statistically significant mean differences (t = -2.13, p < .05) indicating that the teachers with higher qualification (MA/MSC) were found to have more personal accomplishment scores resulting in less burnout and being committed and responsible in improving students learning compared to teachers with relatively lower qualifications such as first degree. Moreover, in the same table teachers teaching in secondary schools were found to have more personal accomplishment scores with less burnout and more commitment than those ones teaching in the junior secondary schools (t = -3.33, p < .05). Table 7: Independent t-test for mean differences between Sex and qualification to personal accomplishment Level of significance: .05 In table 7, however, teachers were not different across their marital status (t = -1.78, p > .05) even though it had statistically significant positive correlation with the burnout scores as previously indicated in table 5. Similarly, in table 7, teachers were not different across their sex (t = -.209, p > .05) since sex variable did not indicate statistically significant correlation with the personal accomplishment variables as indicated in table 5. Table 8: two ways ANOVA for age and teaching experience of teachers Dependent variable: PA (personal accomplishment) Level of significance: .05 In table 8, the two ways ANOVA also indicated that there were statistically significant mean differences (F (3, 153) = 8.70, p < .05), across ages of teachers. Therefore, table 9 showed that the more aged teachers were found to have high personal accomplishment scores and less burnout compared to the relatively younger teachers. It could be possible to see the post hoc multiple comparison results in the appendix B. However, a statistically significant mean difference was not observed (F (3, 153) = 1.42, p > .05) across teaching experience of teachers indicating that teachers seemed similar in experiencing the personal accomplishment of burnout scale (see table 8). Table 9: Post Hoc Multiple Comparisons for Personal Accomplishment across Age of Teachers *. The mean difference is significant at the .05 level. DISCUSSION The study conducted by [11] in agreement with the present study showed that there was no statistically significant difference between genders to the scores of personal accomplishment. Similarly the same researchers showed that marital status had no effect on personal accomplishment scores. In agreements to the present study, some previous studies have not found any significant relationship between the number of years a teacher has been in the profession and personal exhaustion and depersonalization burnout scales [8, 40, 4, 6, 15]. However, some researchers have found that less experienced teachers are more likely to become burned out [27, 12, 20, 5, 29]. Studies conducted on the relationship between marital status and the likelihood of becoming burned out has produced mixed findings [12, 10, 29, 16, 9]. Some previous studies found that teachers who are younger have higher levels of burnout in dimensions of personal exhaustion and depersonalization compared to the older ones [12, 21, 20, 29, 15]. A few studies, however, have reported that teacher burnout increases with age [24, 28]. The present study was inconsistent with these previous ones and tends to have similar results with the findings of [35] who failed to identify age as the risk factor of burnout dimensions of personal exhaustion and depersonalization. In addition, this study was similar with the findings of some researchers who found that there was no significant relationship between age and the two burnout dimensions [40,4]. Studies conducted on the relationship between gender and burnouts have produced mixed findings. Some previous studies have demonstrated similar results in that male teachers are more prone to burnout dimensions such as emtional exhaution and depersonalization [20, 26, 28, 29, 15]. Whereas, some other findings deviated from the findings in the present study such as [38] concluding that female teachers were more likely to experience burnout in the two burnout dimensions. Several other researchers found no differences in these burnout rates between male and female teachers [12, 15]. Furthermore, the present study finding was in agreement with findings in other previous studies [2], in the present study male teachers showed more feelings of depersonalization and emotional exhaustion than did female ones. However, the finding by[24] about the status of burnout across qualification levels was found to be inconsistent with the finding in the present study. [24] found that about 24% of teachers who left teaching profession were master degree holders whereas 10.39% were bachelor degree holders. The findings of present study in relation to ages and teaching experience of staffs and their degree of influence on teachers’ burnout scale dimension (personal accomplishment) seemed consistent and inconsistent with the findings of different researchers. The finding in the present study was not consistent with that of some researchers who found that there was no significant relationship between age and the personal accomplishment burnout scale [40,4]. Moreover, studies conducted by [34], inconsistent with present findings, indicated that the onset of symptoms related to burnout is most often seen within three to five years after initial teacher induction and have been found to increase with years of experience; Similarly, [19] reported that teachers with more years of experience tended to show reduced personal accomplishment and greater signs of burnout than their less experienced colleagues. However, [17] in agreement with present finding reported that years of teaching experience were not correlated with personal accomplishment as burnout dimension. Similarly, the study by [11] showed for teaching experience, no difference existed in personal accomplishment scores. CONCLUSION AND RECOMMENDATION 3.7.1. Conclusion Based upon the research questions and findings of this study, conclusions were made in the following section. Therefore, an analysis of the data has yielded the following conclusions about the predictor variables of teacher burnout such as demographic variables in Areka Town: Sex and qualifications of teachers seem to show statistically significant correlation on the emotional exhaustion and depersonalization scales. Male teachers tend to show more feelings of emotional exhaustion and depersonalization compared to women. In relation to educational qualification, less qualified teachers seem to experience more burnout having high scores in emotional exhaustion and depersonalization scales. However, age, teaching experience, school level and marital status of teachers do not seem to influence teachers’ responses on emotional exhaustion and depersonalization scales. All demographic variables except sex seem to have positive and statistically significant correlation to the personal accomplishment of teachers. Moreover, teachers tend to show statistically significant mean difference across the level of educational qualification and school levels taught. Those teachers who become more qualified and those teaching at Secondary school level seem to be committed and as result tend to experience less burnout having high scores in personal accomplishment scales compared to those less qualified and those teaching at junior secondary schools respectively. Similarly, the more aged teachers appear to experience less burnout having high scores in the personal accomplishment scales compared to the relatively younger ones. 3.7.2. Recommendation On the basis of the findings and conclusions of the study the following possible recommendations are suggested to reduce teaching staff burnout, maximize teacher retention, and make teaching an attractive profession in the secondary and junior secondary schools of Areka Town: If an intervention program is to be implemented in relation to the demographic characteristics, it should focus in those teachers with relatively lower qualifications, those working in the junior secondary schools and on those younger teachers. Thus, school management, Woreda Education Office, Areka town administration office and Zonal Education Department should focus on interventions related to behavioral, physical and psychological symptoms of teachers’ burnout. Declarations Notes on contributors Paulos Dea Sedisso is an assistant professor at the Department of Psychology at Wolaita Sodo University, Ethiopia. He holds a PhD in Special needs and inclusive education from Haramaya University, Ethiopia; his research interests include special needs and inclusive education, research methods and design, teacher professional development, educational measurement and evaluation, quality in education, and child education. Endale Berhanu Demissie is an Associate Professor at Wolaita Sodo University, Ethiopia. He holds a PhD in Education Management from UNISA, South Africa. His research interests are multidisciplinary, including human resource management, training and development, management of change and innovation, Instructional leadership and supervision, Research methods in education, School Improvement Planning and Project Design and gender issues Funding The authors received no financial support from any institution to conduct this research. Ethics approval and consent to participate The researchers adhered to the national and international ethical standards described in the Belmont Report for the protection of human subjects involved in research. This study was approved by the College of Education Research Review Board at the University, following the established guidelines for proposals, protocols, informed consent, and information sheets. The researchers acquired relevant letters from the Office of the Vice President for Research and Community Service to conduct this study. The respondents were informed and gave their consent to participate before data collection began. Additionally, the researchers made every effort to safeguard participants’ anonymity and confidentiality by excluding personally identifiable information. Consent for publication Not applicable. Competing interests No potential conflict of interest was reported by the author(s). References American Psychological Association. (2010a). 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A Burning Issue in Teaching: The Impact of Teacher Burnout and Nonverbal Immediacy on Student Motivation and Affective Learning. Journal of Communication Studies, 1 (2), 152-168. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 17 Mar, 2026 Editor assigned by journal 11 Mar, 2026 Submission checks completed at journal 11 Mar, 2026 First submitted to journal 06 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9054358","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":604296070,"identity":"fc9e5f56-0205-47e2-afb0-b6ae7345ba74","order_by":0,"name":"Paulos Dea","email":"","orcid":"","institution":"Wolaita Sodo University","correspondingAuthor":false,"prefix":"","firstName":"Paulos","middleName":"","lastName":"Dea","suffix":""},{"id":604296071,"identity":"4c6d6bb3-884a-4489-94af-9b7280ed8f42","order_by":1,"name":"Endale Demissie","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABDklEQVRIiWNgGAWjYHACA4YHDAcYGCRAbJ5/ckCCCC0JcC0yB4xJ1WJzILGBkBZ+6eaNHxIq7siZz25+9pgn5076huNnDz74wGAnp9uAXYvknGPFEglnnhnL3Dlmbsxz5lnuhjN5yYYzGJKNzQ7gcNWNHAOJxLbDiTMkEsykeXuYczccyDGT5mE4kLgNhxb7GznGPxL/Ha6fIZH+TZr3H3O6wfk3+LUYSOSYSSQ2HE6QkAAZznM4AWgvfi0SN9LKLBKOPTOcIZFTJjmHJ81w5o03xoYzDHD7hX9G8uYbH2ruyEtIpG+TeMNjI893PsfwwYcKOzlcWjCBAlilAbHKQUC+gRTVo2AUjIJRMBIAAG7KYiFpSRV6AAAAAElFTkSuQmCC","orcid":"","institution":"Wolaita Sodo University","correspondingAuthor":true,"prefix":"","firstName":"Endale","middleName":"","lastName":"Demissie","suffix":""}],"badges":[],"createdAt":"2026-03-06 23:38:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9054358/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9054358/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104569492,"identity":"982c9cf5-a18f-4bee-b4d0-2d2772af8228","added_by":"auto","created_at":"2026-03-13 12:25:57","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":666060,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9054358/v1/e7a8d091-5c61-4d9a-af62-12163bee941d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Influence of Demographic Factors on Teachers’ Burnout in Government Junior and Secondary Schools of Areka Town, Ethiopia","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eIn effort to control the factors that may influence burnout, certain demographics were examined to discover any potential relationship between these and teacher burnout. Previous research has indicated conflicting findings between the possible connection of burnout and gender, with some researchers indicating gender is not a significant factor [38] and others reporting a positive relationship between the two [21, 25]. The same conflicts have been indicated in a meta-analysis of 34 studies of burnout [36]. Another significant conflict was identified when examining a teacher\u0026rsquo;s years of experience and their levels of burnout. While Jepson and Forrest (2006) indicated that there was no significant relationship between the two, other research has indicated that those who have been teaching longer are often frustrated with organizational climate factors which leads to more stress [21]. In contrast, some researchers claim that novice teachers experience more stressful situations [25, 11]. Most researchers have found that male teachers are more prone to burnout [20, 26, 28, 29]. However, [38] concluded that female teachers were more likely to experience burnout, and several other researchers found no differences in burnout rates between male and female teachers [12,16]. Most studies have concluded that younger teachers are more likely to experience burnout than older teachers [12, 21, 20, 29]. A few studies, however, have reported that teacher burnout increases with age [24, 28] or that there is no significant relationship between age and burnout [40, 4].\u003c/p\u003e\n\u003cp\u003eStudies conducted on the relationship between years of teaching experience and burnouts have produced mixed findings. Some researchers have found that less experienced teachers are more likely to become burned out [27, 12, 20, 5, 29]. In contrast, Graham [19] reported that teachers with more years of experience tended to show greater signs of burnout than their less experienced colleagues. Moreover, most researchers agree that middle and senior high school teachers are more likely to experience burnout than elementary school teachers [21, 8, 20, 26, 16].\u0026nbsp;However, these previous studies have not critically examined the influence of demographic factors on burnout of secondary school teachers in developing countries like Ethiopia. Therefore, this study was intended to investigate the influence of\u0026nbsp;demographic factors on teaching staff burnout in junior and secondary schools of Areka Town. Specifically, this study was guided by the following basic research questions:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eIs there any statistically significant relationship between sex and burnout of Areka Town Junior and Secondary School teachers?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eIs there any statistically significant relationship between teaching experience and burnout of Areka Town Junior and Secondary School teachers? \u0026nbsp;\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eIs there any statistically significant relationship between educational qualification and burnout of Areka Town Junior and Secondary School teachers?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eIs there any statistically significant relationship between school level taught and burnout of Areka Town Junior and Secondary School teachers? \u0026nbsp;\u003c/li\u003e\n \u003cli\u003eIs there any statistically significant relationship between age and burnout of Areka Town Junior and Secondary School teachers?\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"LITRATURE REVIEW","content":"\u003cp\u003eIndividuals suffering from burnout typically exhibit a variety of psychological, physical, and behavioral symptoms. The most common symptoms are summarized below.\u003c/p\u003e\n\u003cp\u003ePsychological symptoms namely occasional feelings of frustration, anger, dissatisfaction, and anxiety are normal parts of any job, but people caught in the burnout cycle experience these negative emotions on a continual basis. Burned out individuals feel helpless, depressed, resentful, and meaningless. Most burnout victims no longer find their jobs interesting or enjoyable and don\u0026apos;t even care about doing a good job. They usually feared going to work in the morning [37, 41, 21, 32, 22, 33, 39, 13].\u003c/p\u003e\n\u003cp\u003eBurnout is generally characterized by some degree of physical symptoms/exhaustion or a general feeling of being tired and rundown. Physical problems associated with burnout include headaches, digestive disorders, high blood pressure, heart palpitations, and insomnia [1, 37, 21, 32, 33, 39, 13]. Researchers have reported that even a moderate amount of stress puts workers at risk for hypertension, cardiovascular disease, and even diabetes [23, 3, 18].\u003c/p\u003e\n\u003cp\u003eBurnout is often manifested in behavioral symptoms/reactions such as tardiness, absenteeism, poor job performance, and lack of interest and commitment. Teachers who are burned out often distance themselves from students physically and emotionally, feel less sympathetic toward students, teach class less enthusiastically and creatively, and perform tasks by rote. They tend to have a lower tolerance for classroom disruptions and withdraw from social interactions with students and colleagues[37, 41, 33, 39, 28, 13, 7]. Burned out individuals often drink more alcohol or caffeine, adopt unhealthy eating habits, and use drugs such as sleeping pills, tranquilizer, and mood elevators [32, 33]. Therefore, the purpose of this study was to investigate the influence of demographic factors on teachers\u0026rsquo; burnout in junior and secondary schools of Areka Town.\u003c/p\u003e"},{"header":"METHODOLOGY","content":"\u003cp\u003e\u003cstrong\u003e3.1 Participants\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe target population of this study was junior and secondary school teachers. The study used simple random sampling techniques to select the teachers. Areka Town has 7 government junior and secondary schools. The study was conducted in three junior and one secondary schools selected with simple random sampling technique. Out of 350 teachers in the four government secondary schools, 200 (80% response rate) were selected to the correlation study in which a questionnaire was administered in a face to face manner by the researchers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.2 Instrument\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Maslach Burnout Inventory (MBI) as developed by Maslach and Jackson (1996) was adapted and administered. The MBI consists of 21 items which cover three subscales: depersonalization (5 items), personal accomplishment (8 items), and emotional exhaustion (8 items). Each item was rated on a 5-point Likert type scale on the frequency of occurrence (Maslach \u0026amp; Jackson, 1996). For these items, Maslach and Jackson (1996) reported reliability coefficients ranging from 0.71 to 0.90 for the three sub scales. They also demonstrated validity of the MBI in several ways. In addition, five items on demographic factors namely gender, age, qualification; years of teaching experience, marital status and level of school were prepared and used by the researchers.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRegarding the adapted teachers\u0026rsquo; burnout items, pilot study was conducted with 35 teachers who were not part of the main study. The reliability analysis was preformed based on the pilot data. The pilot study result showed for emotional exhaustion (\u0026alpha;= 0.92), depersonalization (\u0026alpha;= 0.80) and personal accomplishment (\u0026alpha;= 0.91). Which showed high internal consistency and reliability of the instruments in each sub scales.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.3 Data Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data collected from teachers through questionnaire was processed and analyzed using Statistical Package for Social Science (SPSS) (version 20). Specifically, Pearson correlation and a series of multivariate analyses were used to assess the relationship among the burnout and demographic variables. Statistical techniques namely frequencies, percentages, means and standard deviation were used so as to describe the characteristics of the sample. Furthermore, two ways ANOVA and independent t-test were used to show the significant mean and compare differences among demographic groups on the burnout scales. \u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003e\u003cstrong\u003eDemographic Information of the Respondents\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe focus of this section was to summarize the important demographic characteristics of the respondents. Generally, table 1 depicted summary of important demographic characteristics namely sex, qualification, age, school level and marital status.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 1: Demographic characteristics of the respondents\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404085.png\" width=\"922\" height=\"735\"\u003e\u003c/p\u003e\n\u003cp\u003eSource: primary data compiled from the questionnaire\u003c/p\u003e\n\u003cp\u003eGender disproportion was significantly higher among the respondents. Data revealed wider gender imbalance among the teacher educators, that is, the percentage of respondents when disaggregated by gender was 119(74.4%) male and 41(25.6%) female. The ratio of female educators showed significant improvements over the last 18 years compared with 3% during 2008. As indicated in table 1, the sample included four different categories of teacher educators according to their years of teaching experience, namely 1 to5 years 36(22.5%), 6 to10 years 31(13.4%), 11 to15years 25(15.6%), and above 15 years 68(42.5%). Teacher development activities are most effective when\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003ecarried out collaboratively in an atmosphere of mutual support and\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eencouragement from the experienced ones to the teachers at the induction period [30]. Therefore, as the data indicated the number of experienced teachers who are responsible to support the new teachers was high. Moreover, among the total respondents, only 21(13.1%) had MA/MSC degree, whereas the majority 139(86.9%) of the respondents were first degree holders. Upgrading the\u0026nbsp;qualification of junior and secondary school teachers teaching in the junior and secondary school to degree\u0026nbsp;and Masters Levels has been set as target of school improvement program [31]. In line with the policy documents, the data indicated that all of the respondents in the sampled schools were degree and above indicating that they were well qualified to teach junior and secondary school students.\u003c/p\u003e\n\u003cp\u003eWith respect to the level at which the respondents were teaching, 96(60%) were teaching at the junior secondary school where as 64(40%) teaching at the secondary school level. Moreover, 53(33.1%) sampled teacher respondents were single in terms of their marital status where as 107(66.9%) were married. In relation to the teachers age, respondents aged below 25 years 26(16.3%), 26-35 age 69(43.1%), 36-45 age 33(20.6%) and above 45 years 32(20%) indicating that most of the teachers were at the level of energetic and productive age to effectively perform their teaching profession in that to improve the students performance in terms of their skill, knowledge and attitude.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.5.1. Demographic characteristics in predicting burnout of teachers\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn this section, the researchers were interested to investigate that if the demographic characteristics of teachers were statistically significant, related to and predicts the teachers\u0026rsquo; burnout dimensions such as emotional exhaustion, depersonalization and personal accomplishment.\u003c/p\u003e\n\u003cp\u003eTable 2: Demographic variables in predicting emotional exhaustion and depersonalization\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404115.png\" width=\"922\" height=\"247\"\u003e\u003c/p\u003e\n\u003cp\u003eDependent Variable: EEDP (emotional exhaustion and depersonalization), level of sig.: .05\u003c/p\u003e\n\u003cp\u003eAs could be seen in the multiple regression table 2, the sex and qualification of teachers as demographic variables had statistically significant negative regression weights (t = -2.05, p \u0026lt; .05), indicating that women with lower scores on the burnout scales of emotional exhaustion and depersonalization were found to experience lower burnout compared to the male teachers. Similarly, in the same table, qualification of teachers had significant negative relationship (t = -3.48, p \u0026lt; .05) with the burn out scale scores indicating that teachers with the lower qualification were found to score higher burnout scores in emotional exhaustion and depersonalization compared to the teachers with higher qualification.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHowever, for the rest of the demographic predictor variables the relationship was not statistically significant (see table 2). Therefore, except sex and qualification of teachers, the remaining demographic variables were not found to significantly contribute to the multiple regression models.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 3: Mean differences between qualification and sex on EEDP\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404144.png\" width=\"922\" height=\"191\"\u003e\u003c/p\u003e\n\u003cp\u003eKey: EEDP (emotional exhaustion and depersonalization), Level of significance: 0.05\u003c/p\u003e\n\u003cp\u003eTable 3 revealed that statistically significant mean score difference was observed with the sex and qualification of teachers, indicating that those teachers with the MA/MSC degree (t = 3.88, \u003cem\u003ep\u003c/em\u003e \u0026lt;.05, df = 158) were found to have low mean scores in emotional exhaustion and depersonalization and as a result experiencing low burnout compared to the first degree holders. Moreover, male teachers were found to reveal higher mean scores (t = 2.25, \u003cem\u003ep\u003c/em\u003e \u0026lt; .05, df = 158) on these burnout scales (personal exhaustion and depersonalization) and consequently tended to experience higher burnout compared to female teachers. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 4: Correlations between demographic variables and EEDP\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404189.png\" width=\"922\" height=\"252\"\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003eKey: EEDP (emotional exhaustion and depersonalization)\u003c/div\u003e\n\u003cp\u003eAs revealed in table 4, the present study did not find any significant relation (r = -.10, p \u0026gt; 0.05) between age and the two dimensions of burnout (personal exhaustion and depersonalization).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMoreover, the present study as indicated in table 4 has not found any statistically significant associations (r = -.08, p \u0026gt; 0.05) between marital status and burnout dimensions such as personal exhaustion and depersonalization and this was consistent with the findings of some researchers. For instance, in the previous studies like [35], it was found that there was no association between marital status and teachers\u0026apos; burnout aspects such as personal exhaustion and depersonalization.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAs revealed in table 4, this study was failed to reveal statistically significant relationship (r = -.109, p \u0026gt; 0.05) between teaching experience and burnout dimensions of emotional exhaustion and depersonalization. Studies conducted on the relationship between years of teaching experience and two burnout dimensions have produced mixed findings. Similarly the same table indicated that there was no significant relationship (r = -.114, p \u0026gt; 0.05) between the two burnout dimensions and level of schools indicating that teachers were expected to experience similar status on these two (personal exhaustion and depersonalization) burnout scales.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 5: Correlation between demographic variables and personal accomplishment\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404240.png\" width=\"922\" height=\"245\"\u003e\u003c/p\u003e\n\u003cdiv align=\"center\"\u003e\u003cbr\u003e\u003c/div\u003e\n\u003cp\u003eKey: Personal accomplishment (PA)\u003c/p\u003e\n\u003cp\u003eAs indicated in table 5, all demographic characteristics of teachers except sex (r = .02, p \u0026gt; .05) had positive and statistically significant correlation to the personal accomplishment of teachers indicating that higher scores in personal accomplishment scales would result in low burnout and the reverse among or between the identified demographic variables such as age (r = 0.37, p \u0026lt; .05), qualification (r = 0.17, p \u0026lt; .05), teaching experience (r = 0.22, p \u0026lt; .05), school level (r = 0.26, p \u0026lt; .05), and marital status (r = 0.14, p \u0026lt; .05) of teachers.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe model summary table 6 with the multiple regression R square also indicated that 0.184(18.4%) of the variance in the teachers\u0026apos; personal accomplishment was contributed or explained by the six demographic characteristics of teachers as the predictor variables.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Table 6: Model Summary\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404309.png\" width=\"922\" height=\"79\"\u003e\u003c/p\u003e\n\u003cdiv align=\"center\" style=\"text-align: left;\"\u003e\u0026nbsp;Predictors: (Constant), Marital status of teachers, Qualification of Teachers, Sex of Teachers, School level of the teachers, Age of Teachers, Teaching Experience of teachers\u003c/div\u003e\n\u003cp\u003eIt was indicated in table 7 that in order to examine the mean differences across the levels of educational qualification and schools where the teachers are teaching, the independent t test provided statistically significant mean differences (t = -2.13, p \u0026lt; .05) \u0026nbsp; indicating that the teachers with higher qualification (MA/MSC) were found to have more personal accomplishment scores resulting in less burnout and being committed and responsible in improving students learning compared to teachers with relatively lower qualifications such as first degree. Moreover, in the same table teachers teaching in secondary schools were found to have more personal accomplishment scores with less burnout and more commitment than those ones teaching in the junior secondary schools (t = -3.33, p \u0026lt; .05).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 7: Independent t-test for mean differences between Sex and qualification to personal accomplishment\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404335.png\" width=\"922\" height=\"283\"\u003e\u003c/p\u003e\n\u003cdiv align=\"center\"\u003e\u003cbr\u003e\u003c/div\u003e\n\u003cp\u003eLevel of significance: \u0026nbsp;.05\u003c/p\u003e\n\u003cp\u003eIn table 7, however, teachers were not different across their marital status (t = -1.78, p \u0026gt; .05) even though it had statistically significant positive correlation with the burnout scores as previously indicated in table 5. Similarly, in table 7, teachers were not different across their sex (t = -.209, p \u0026gt; .05) since sex variable did not indicate statistically significant correlation with the personal accomplishment variables as indicated in table 5.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 8: two ways ANOVA for age and teaching experience of teachers\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404392.png\" width=\"922\" height=\"160\"\u003e\u003c/p\u003e\n\u003cp\u003eDependent variable: PA (personal accomplishment) Level of significance: .05\u003c/p\u003e\n\u003cp\u003eIn table 8, the two ways ANOVA also indicated that there were statistically significant mean differences (F (3, 153) = 8.70, p \u0026lt; .05), across ages of teachers. \u0026nbsp; Therefore, table 9 showed that the more aged teachers were found to have high personal accomplishment scores and less burnout compared to the relatively younger teachers. It could be possible to see the post hoc multiple comparison results in the appendix B. However, a statistically significant mean difference was not observed (F (3, 153) = 1.42, p \u0026gt; .05) across teaching experience of teachers indicating that teachers seemed similar in experiencing the personal accomplishment of burnout scale (see table 8).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 9: Post Hoc Multiple Comparisons for Personal Accomplishment across Age of Teachers\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1773404421.png\" width=\"922\" height=\"415\"\u003e\u003c/p\u003e\n\u003cp\u003e*. The mean difference is significant at the .05 level.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThe study conducted by [11] in agreement with the present study showed that\u0026nbsp;there\u0026nbsp;was no statistically significant difference between genders to the scores of personal accomplishment. Similarly the same researchers showed that marital status had no effect on personal accomplishment scores.\u003c/p\u003e\n\u003cp\u003eIn agreements to the present study, some previous studies have not found any significant relationship between the number of years a teacher has been in the profession and\u0026nbsp;personal exhaustion and depersonalization burnout scales\u0026nbsp;[8, 40, 4, 6, 15]. However, some researchers have found that less experienced teachers are more likely to become burned out [27, 12, 20, 5, 29].\u003c/p\u003e\n\u003cp\u003eStudies conducted on the relationship between marital status and the likelihood of becoming burned out has produced mixed findings [12, 10, 29, 16, 9].\u003c/p\u003e\n\u003cp\u003eSome previous studies found that teachers who are younger have higher levels of burnout in dimensions of personal exhaustion and depersonalization compared to the older ones [12, 21, 20, 29, 15]. A few studies, however, have reported that teacher burnout increases with age [24, 28].\u0026nbsp;The present study was inconsistent with these previous ones and tends to have similar results with the findings of [35] who failed to identify age as the risk factor of burnout dimensions of personal exhaustion and depersonalization. In addition, this study was similar with the findings of some researchers who found that there was no significant relationship between age and the two burnout dimensions [40,4].\u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudies conducted on the relationship between gender and burnouts have produced mixed findings. Some previous studies have demonstrated similar results in that male teachers are more prone to burnout dimensions such as emtional exhaution and depersonalization [20, 26, 28, 29, 15]. Whereas, some other findings deviated from the findings in the present study such as [38] concluding that female teachers were more likely to experience burnout in the two burnout dimensions. Several other researchers found no differences in these burnout rates between male and female teachers [12, 15].\u003c/p\u003e\n\u003cp\u003eFurthermore, the present study finding was in agreement with findings in other previous studies [2], in the present study male teachers showed more feelings of depersonalization and emotional exhaustion than did female ones. However, the finding by[24] about the status of burnout across qualification levels was found to be inconsistent with the finding in the present study. [24] found that about 24% of teachers who left teaching profession were master degree holders whereas 10.39% were bachelor degree holders.\u003c/p\u003e\n\u003cp\u003eThe findings of present study in relation to ages and teaching experience of staffs and their degree of influence on teachers\u0026rsquo; burnout scale dimension (personal accomplishment) seemed consistent and inconsistent with the findings of different researchers. The finding in the present study was not consistent with that of some researchers who found that there was no significant relationship between age and the personal accomplishment burnout scale [40,4]. Moreover, studies conducted by [34], inconsistent with present findings, indicated that the onset of symptoms related to burnout is most often seen within three to five years after initial teacher induction and have been found to increase with years of experience; Similarly, [19] reported that teachers with more years of experience tended to show reduced personal accomplishment and greater signs of burnout than their less experienced colleagues. However, [17] in agreement with present finding reported that years of teaching experience were not correlated with personal accomplishment as burnout dimension. Similarly, the study by [11] showed for teaching experience, no difference existed in personal accomplishment scores.\u003c/p\u003e"},{"header":"CONCLUSION AND RECOMMENDATION","content":"\u003cp\u003e\u003cstrong\u003e3.7.1. Conclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased upon the research questions and findings of this study, conclusions were made in the following section. Therefore, an analysis of the data has yielded the following conclusions about the predictor variables of teacher burnout such as demographic variables in Areka Town:\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003eSex and qualifications of teachers seem to show statistically significant correlation on the emotional exhaustion and depersonalization scales. Male teachers tend to show more feelings of emotional exhaustion and depersonalization compared to women. In relation to educational qualification, less qualified teachers seem to experience more burnout having high scores in emotional exhaustion and depersonalization scales. However, age, teaching experience, school level and marital status of teachers do not seem to influence teachers\u0026rsquo; responses on emotional exhaustion and depersonalization scales.\u003c/li\u003e\n \u003cli\u003eAll demographic variables except sex seem to have positive and statistically significant correlation to the personal accomplishment of teachers. Moreover, teachers tend to show statistically significant mean difference across the level of educational qualification and school levels taught. Those teachers who become more qualified and those teaching at Secondary school level seem to be committed and as result tend to experience less burnout having high scores in personal accomplishment scales compared to those less qualified and those teaching at junior secondary schools respectively. Similarly, the more aged teachers appear to experience less burnout having high scores in the personal accomplishment scales compared to the relatively younger ones. \u0026nbsp;\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003e3.7.2. Recommendation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOn the basis of the findings and conclusions of the study the following possible recommendations are suggested to reduce teaching staff burnout, maximize teacher retention, and make teaching an attractive profession in the secondary and junior secondary schools of Areka Town:\u003c/p\u003e\n\u003cp\u003eIf an intervention program is to be implemented in relation to the demographic characteristics, it should focus in those teachers with relatively lower qualifications, those working in the junior secondary schools and on those younger teachers. Thus, school management, Woreda Education Office, Areka town administration office and Zonal Education Department should focus on interventions related to behavioral, physical and psychological symptoms of teachers\u0026rsquo; burnout.\u0026nbsp;\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eNotes on contributors\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePaulos Dea Sedisso\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eis an assistant professor at the Department of Psychology at Wolaita Sodo University, Ethiopia. He holds a PhD in Special needs and inclusive education from Haramaya University, Ethiopia; his research interests include special needs and inclusive education, research methods and design, teacher professional development, educational measurement and evaluation, quality in education, and child education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEndale Berhanu Demissie\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eis an Associate Professor at Wolaita Sodo University, Ethiopia. He holds a PhD in Education Management from UNISA, South Africa. His research interests are multidisciplinary, including human resource management, training and development, management of change and innovation, Instructional leadership and supervision, Research methods in education, School Improvement Planning and Project Design and gender issues\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support from any institution to conduct this research.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researchers adhered to the national and international ethical standards described in the Belmont Report for the protection of human subjects involved in research. This study was approved by the College of Education Research Review Board at the University, following the established guidelines for proposals, protocols, informed consent, and information sheets. The researchers acquired relevant letters from the Office of the Vice President for Research and Community Service to conduct this study. The respondents were informed and gave their consent to participate before data collection began. Additionally, the researchers made every effort to safeguard participants\u0026rsquo; anonymity and confidentiality by excluding personally identifiable information.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo potential conflict of interest was reported by the author(s).\u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAmerican Psychological Association. (2010a). \u003cem\u003eMind/Body Health: Job Stress\u003c/em\u003e. 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A Burning Issue in Teaching: The Impact of Teacher Burnout and Nonverbal Immediacy on Student Motivation and Affective Learning. \u003cem\u003eJournal of Communication Studies, 1\u003c/em\u003e(2), 152-168.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Demographic Factors, Burnout, Junior, Secondary School","lastPublishedDoi":"10.21203/rs.3.rs-9054358/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9054358/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe purpose of this study was to investigate the influence of demographic factors on teaching staff burnout in Government junior and secondary schools of Areka Town. To attain this purpose, a correlation design was used. The target population of this study is the government junior and secondary school teachers. The sample of 200 teachers (with 80% response rate) was selected using simple random sampling techniques. A likert scale type questionnaire on teachers\u0026rsquo; burnout was used. Frequency and percentage were used to describe the demographic variables. Pearson correlation and a series of multivariate analyses were used to assess the relationship among the variables. Furthermore, two ways ANOVA and independent t-test were used to show the significant mean and compare differences among groups under the study. The finding showed that sex and age of teachers as demographic variables appeared to have negative and statistically significant relation to emotional exhaustion and depersonalization. Moreover, all demographic variables except sex were found to have positive and statistically significant correlation to the personal accomplishment of teachers. It was concluded that those male teachers, more qualified and aged staffs and those teaching at secondary school levels were likely to experience low burnout compared to their counter parts respectively. Improving the school environment and socio economic levels of teachers, appropriate interventions with relatively lower qualification staffs, younger teachers and those teaching in junior secondary schools were potential recommendations.\u003c/p\u003e","manuscriptTitle":"The Influence of Demographic Factors on Teachers’ Burnout in Government Junior and Secondary Schools of Areka Town, Ethiopia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-13 12:23:44","doi":"10.21203/rs.3.rs-9054358/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-03-17T09:24:57+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-11T08:42:00+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-11T08:41:42+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-03-06T23:35:22+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"e0fcdd6e-6a15-4483-b0c0-5477783c0026","owner":[],"postedDate":"March 13th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-15T14:53:32+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-13 12:23:44","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9054358","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9054358","identity":"rs-9054358","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}