The Relationship Between TeachersʹʹInstruction Procedures andJob Burnout

The purpose of the study was to explore the relationship between teacher instruction procedure and job burnout. The participants in this study were 140 teachers (males=87, females=53) at secondary schools in Garmsar. Two instruments were used to collect data. The teachersʹ instruction procedure was measured by the use of a researcher made questionnaire (with three dimensions of instruction as direct, semi-direct and indirect). The job burnout (namely: emotional exhaustion, depersonalization and decreased professional efficacy) was measured by the Maslach Burnout Inventory (MBI). The data were analyzed using the Pearson product-moment correlation technique, Chi-Square test and regression. The major findings were as follows: 1) A significant relationship between total teachersʹ instruction procedure and total burnout. 2) A positive relationship between teachersʹ direct instruction procedure and job burnout. 3) A Negative relationship between teachersʹ indirect instruction procedure and job burnout. 4) No significant relationship between teachersʹ semi-direct instruction procedure and job burnout. 5) A positive relationship was found between teachersʹ direct instruction procedure with each three dimensions of job burnout (Emotional exhaustion, depersonalization and reduced personal accomplishment). 6) A significantly negative relationship was found separate between teachersʹ direct instruction with each dimension of job burnout. 7) There was no relationship between teachersʹ semi-direct instruction procedure with each three dimensions of job burnout.