WORK CLIMATE AND burnout among teachers

Physical Education

Lim Khong Chiu

Leong Weng Tuck
Physical and Health Education Unit

Summary

The main purpose of this study was to assess the level of 'burnout' PJK teachers and identify its relationship with the
school climate. Questionnaire adapted from the version Fejgin et al (1995) and Pines and Aronson (1981) was used
to collect data on 82 respondents. Results show the level of burnout among teachers CBC is still low (M = 2:42). Ttest analysis showed significant difference level of burnout among teachers of primary and secondary pjk (t =2044, k <0.05). The research indicates that there is no significant relationship between each dimension of the
climate 'burnout' PJK teachers. In addition, multiple regression analysis of the 'stepwise' prove bureaucratic and
social dimensions are the two most effective predictor variables on the level of 'burnout'guru-PJK teacher (B = 0511
and B = 0241) . Step by step improve the work climate conducive recommended to curb burnout.

Introduction

Method

Study Results

Discussions

Conclusion

Reference

Introduction
Teaching profession is a form of social services very challenging. Teachers and
education managers should be aware of the latest developments in the leadership,
management, pengelolalaan resources, and achievement of educational goals (Ibrahim

Ahmad Bajunid, 1995). Therefore, the implementation of various reforms in

education will certainly make the role and responsibilities of teachers to be more
challenging.
There are various perceptions and allegations relating to the career of teachers in
today. Some people have the impression that the work load and work of teachers now
do not create an attractive career teachers. In fact, there is no denying that saw the
school as an organization caught in the rain with the burden of duties and tasks,
sometimes this is not planned but emerged from unexpected situations (Abdul Shukor,
1996). If allowed to continue under these conditions reliably environmentpembelanjaran teaching in schools will now be moving towards a situation that is not
managed and will have a failure to achieve the desired goals.
The phenomenon of teachers taking early retirement decision is often associated with
changes in the new curriculum in education sisitem Malaysia. The change is said to
cause the long list of teachers' work and higher expectations for teachers, while the
other has not changed much (AMLA Mohd Salleh, 1994). Teachers and learning
environment is not adequately prepared for the changes. Therefore, teachers are very
disappointed because it was able to handle the duties and expectations have changed.
Individuals will not be able to function effectively if it is in a state of depression
(Smith, 1993; Girdano et al, 1993). Feeling depressed does not make a rational,
anxious, tense, unable to concentrate on work and unable to enjoy the feeling of happy
or satisfied with the work done. These issues will prevent the creation of a positive
nature, what the nature of love. There are studies (Fejgin et al, 1995; Pastore & Judd,
1992) to prove some teachers do have feelings, attitudes, angry, depressed, or thinking
of taking the decision to quit or retire before the alleged depression.
Solving
In the vibrant atmosphere of introducing and implementing the education reform is
now very little is done to examine and check whether the changes that have something
to do with patterns of behavior and attitudes of teachers. The effect of these changes
on teachers are merely assumptions. That the assumption does not continue to live as
a going concern, empirical studies should be done on this phenomenon. In addition,
according to this decade as the decade considered excellence in education, what more
in line with government's desire to produce world-class teachers, so things like this is
to be demolished and disingkap.
Many studies tentang'burnout 'among teachers has been conducted in the West
(Austin, 1981; Depaepe, French & Lavaj, 1985; Horton, 1984; Fejgin, Ephraty &
Ben-Sira, 1995), but only a small part of the focus In their study of teachers of

Physical Education and Health (PJK) (Fejgin et. al, 1995). In the Malaysian context,
given the status of the subjects Physical Education and Health (CBC) in schools is
now even less credibility (Yusof Ismail, 1987; de Vries, 1990; Tuan Sheikh
Kamaruddin, 1994), plus a wide range of expectations and the expectations of the role
of teachers CBC-teacher of the parties and the difference in the structure of the class
to be handled by teachers PJK compared with the other teachers have created a variety
of public perceptions of the causes and levels of burnout teachers CBC is different
from other teachers . To date, no specific study was conducted on this phenomenon of
teachers to be part of the CBC except for the title of the discussion in workshops and
seminars at the centers of higher learning by certain individuals connected with the
teaching profession. Therefore, early evidence deemed necessary to know about the
climate and the level of burnout among teachers that the CBC preparation steps can be
taken to face the possibility, perhaps. Is' burnout'wujud among teachers CBC? Is
climate a contributing factor to burnout teachers CBC?

Research questions
Based on the research issues raised, some of the following research questions will
hopefully try to answer through this study.
a) How the pattern burnout teachers CBC?
b). Is there a significant difference in the level of 'burnout' PJK teachers by sex, type
and location of the school?
c). How climate conditions of teachers CBC?
d). Does climate have a relationship with the level of burnout teachers CBC?
e). The extent to which climate factors influence the level of burnout teachers CBC?
The purpose of this study
This study has three main purposes. First, to determine and assess the level of
'burnout' PJK teachers in primary and secondary schools. Second, is to determine
whether there was a significant difference level of 'burnout' PJK teachers by sex, type
and location of schools, and third, This study aimed to identify the relationship level
of burnout among teachers in CBC with the school climate.
Hypothesis
Based on the purpose and limitations the study, two null hypothesis is formed as
follows:

 Ho (1): No significant difference level of burnout among teachers CBC by

sex, type and location of schools in the district of Kota Setar and Kubang Pasu.
Ho (2): There is no significant relationship between each dimension of climatebased conceptual model Pines (1982) and the level of 'burnout' PJK teachers in
schools in the district of Kota Setar and Kubang Pasu.
Definition of the concept
Climate Work
There are various approaches have been used to give meaning to the
climate by the researchers, particularly among industrial and
organizational psychology. They tend to use specific approaches to
measure and determine the factors or dimensions of organizational
climate to identify the climate of an organization.
Western researchers described the organizational climate as a physical
element, where the climate can be viewed as a attribusi of the
organization or as
a attribusi of individual self-perception. Duncan (1972) characterizes as
the overall organizational climate factors, physical and social boundaries
in an organization (Yukl and Wexley, 1984).
In addition, Campbell, Dunnette, Lawler and Weick (1970) have defined
organizational climate as a set of specific attribusi is in a particular
organization can be seen through the way the organization is working
with members of the organization and its environment.
In this study, climate is seen as elements of physical and social
organizations to remain in a certain time and it affects the behavior of the
organization.Accordingly, the conceptual model framework Pines (1982)
was used as a guide to determine the climate in this study. According to
the model of Pines (1982), an organization's climate can be measured
through the four dimensions as follows: a). Psychological dimensions - which include variables such as
workload, less autonomous, less self-fulfillment (self-fulfilment), and
lack of self-development.

b). Structural dimension - that includes variables such as physical

environment, noise levels, and the degree of compatibility between job
requirements and physical structure.
c). Social dimension - which covers all aspects of interaction with clients
(in terms of quantity and characteristics of the problem), colleagues (the
degree of support and cooperation), and supervisors (feedback, support,
and reward).
d). Bureaucratic dimensions - which include clerical work, 'red-tape.
"Laws and regulations, role conflict and role ambiguity.
In line with the conceptual model framework Pines (1982), a
questionnaire designed by Fejgin et.al (1995) has been modified by
researchers and used to assess the dimensions of work climate in this
study.
'Burnout'
The phenomenon of 'burnout' was first investigated as early as the 1970s (Pastore &
Judd, 1992). However, until now it was impossible to get a concrete operational
definition of burnout.
Freudenberger (1980) define burnout as:
"... A state of fatigue or frustration brought about by devotion to a cause, way of life,
or relationship that failed to Produce the Expected Reward." (P. 74)
However, often times there is confusion among authors and researchers
about the use of the concept of burnout and stress (stress). These concepts were
used in succession in a variety of writing, whether it is the difference between
these two concepts. This is because there are common features and simptomssimptomps on individuals who experience these problems. According to
Lazarus (1966) and Selye (1976), "burnout is usually a result of unmediated
stress, and in several Reactions to stress certain theories are referred to in terms
that are similar to those used to Describe burnout." (Friedman, 1995). Farber
(1983) also concluded that "in general burnout can be conceptualized as a
function of the stresses engendered by the individual, work-related and societal
factors" (p. 3).

Maslach and Pines have reviews of 'burnout' of social-psychological perpektif.

The research they have succeeded in producing an inventory of theMaslach
Burnout Inventory is known as. Inventory has been widely used to assess three
factors in measuring the burnout of the individual. These factors are in terms of
emotional exhaustion (Emotion exhaustion), personality disorders self
(depersonalization), and personal accomplishment (personal
accomplishment). In addition, Maslach and Pines believes that the
characteristics of work tasks in an organization is a key factor for the
probability that a person will experience "burnout" (Gold & Roth, 1993).
In this study, burnout refers to the features recommended in the study of Pines
and Aronson (1981). Pines and Aronson (1981) has formulated inventory
burnout with the Maslach Burnout adjust inventory to meet the goal of their
research on work environment among teachers, nurses, medical, and business
managers (Fejgin et.al, 1995). Inventory of 'burnout' Pines and Aronson
(1981) has been assessing three components of burnout, namely, fatigue
(exhaustion) of physical, emotional and mental. Accordingly, the study Pines
and Aronson (1981), burnout is characterized as a condition caused by mental,
emotional and physical persons, such as fatigue, depression, optimism, feeling
trapped, feeling useless, and feelings energetik (Fejgin et.al , 1995).
Teachers CBC
They consist of officers of education services and not graduates trained
graduates who are serving in schools in low-and middle-grade A in the district
and Kubang Pasu. For purposes of this study teachers CBC refers to the
teachers responsible for teaching subjects CBC at least four times a week at
school.
Primary and Secondary Schools
Referring to the points made by the government to control activities and
regular academic programs for children and adolescents, aged approximately
between 7 to 20 years. The schools selected in this study are the schools that
have been identified as a grade of A-class school located either in urban or rural
areas.
Limitations of the study
The level of burnout and climate conditions of teachers in the CBC is the focus of this
study. Other variables found to have a relationship With it, not investigated in this
study.

In addition, respondents in the study is limited to the CBC teachers selected randomly
sampling purpose (purposive random sampling) from primary schools and secondary
grades in district A and Kubang Pasu.
In addition, the data obtained is only based on respondents response to the
questionnaire. While the results obtained are only likely to report situations that
actually exist in schools in two districts under study.
Research interest
This exploratory study has shown some results of the 'burnout' and job climate PJK
teachers in primary schools and secondary schools in the district of Kota Setar and
Kubang Pasu. The results of this study was to provide some alternatives and guidance
to the parties concerned, especially among administrators and managers of schools,
District Education Office, the State Department of Education and Ministry of
Education in general to organize strategies to face the problem of burnout among
teachers, especially CBC teachers.
The phenomenon of 'burnout' is a chronic condition suffered by a person and it can
not be managed by using management strategies that are easy (Smith,
1993). Therefore, improving the quality of working environment in schools is very
helpful and important to the success of the various activities of school administrators
to teachers in a systematic and effective. Accordingly, this study provides useful
information to guide the parties in the design programs to improve the working
environment comfortable and conducive.
In addition, this study can help teacher training institutions and institutions of higher
learning play an important role to produce future teachers who are knowledgeable and
skilled. This is because this study has provided valuable intelligence literacy issues
about the phenomenon of 'burnout' and faktor-faktor yang berkaitan dengannya.
Dengan maklumat-maklumat yang dibekalkan itu, memudahkan institusi-institusi
berkenaan merancang pelbagai program dan aktiviti latihan yang sesuai dan
pragmatik.

METOD

Research design

Kajian ini adalah berbentuk tinjauan sampel di lapangan dengan menggunkan soal
selidik. Soal selidik yang digunakan ( Dilampirkan ) mengandungi tiga bahagian
seperti berikut:Bahagian A : Butir-butir maklumat diri dan kerjaya
Bahagian B : Item-item ciri-ciri persekitaran kerja
Bahagian C : Inventori 'burnout'
Respoden terdiri daripada guru-guru PJK yang sedang mengajar di sekolah-sekolah
rendah dan menengah di daerah Kota Setar dan Kubang Pasu.
Kajian rintis telah dijalankan sebelum kajian sebenar dilaksanakan. Data yang
dipungut telah dianalisis dengan menggunakan program Statistical Package for Social
Sciences ( SPSS-PC ).
Subject
Seramai 82 orang guru-guru PJK telah dipilih sebagai responden kajian. Mereka
terdiri daripada 47 orang lelaki dan 35 orang wanita. Responden-responden telah
dipilih dengan menggunakan kaedah rambang percontohan bertujuan ( purposive
random sampling ) berasaskan kriteria-kriteria berikut :
a). Guru-Guru terlatih yang mengajar mata pelajaran PJK sekurang-kurangnya 4
waktu seminggu.
b). Guru-Guru terlatih yang mengajar di sekolah-sekolah rendah dan menengah
akademik biasa yang mendapat bantuan penuh kerajaan.
c). Guru-Guru terlatih yang sedang mengajar di sekolah-sekolah rendah dan
menengah gred A sekurang-kurangnya 2 tahun di sekolah sekarang.
Pembolehubah-Pembolehubah
Pembolehubah-pembolehubah bebas dalam kajian ini ialah a) jantina ( lelaki dan
wanita ), jenis sekolah ( rendah dan menengah ), lokasi sekolah ( bandar dan luar
bandar ) b) keadaan-keadaan persekitaran kerja seperti yang diamati oleh guru-guru
PJK terhadap item-item dalam soal selidik. Manakala itu, pembolehubah bersandar
ialah tahap 'burnout' guru-guru PJK berasaskan tindak balas perasaan terhadap itemitem dalam inventori 'burnout' yang dibina oleh Pines dan Aronson ( 1981 ).
Questionnaires

Soal selidik yang mengandungi tiga bahagian telah digubal oleh penyelidik untuk
mendapatkan maklumat tentang demografi responden dan kerjaya, keadaan-keadaan
di tempat kerja, dan tahap 'burnout'.
Bahagian pertama soal selidik menanyakan maklumat tentang jantina, umur, status
perkahwinan, pengalaman mengajar, jawatan dan tugas di sekolah serta lokasi dan
jenis sekolah.
Bahagian kedua soal selidik mengandungi 73 item yang menghuraikan mengenai
keadaan-keadaan khusus tentang organisasi, kerja, persekitaran dan pentadbiran. Itemitem dalam bahagian ini telah diadaptasi dan diterjemahkan daripada versi soal selidik
yang digubal oleh Naomi Fejgin, Nevat Ephraty dan David Ben-Sira ( 1995 ).
Item-item dalam bahagian ini telah diklasifikasikan kepada empat dimensi kerja iaitu,
psikologikal, fizikal-struktural, sosial dan birokratik seperti yang digunakan oleh
penyelidik-penyelidik asalnya. Setiap item dalam soal selidik ini telah menggunakan
skala 5 mata likert daripada tiada langsung kepada sangat banyak. Oleh itu, setiap
item akan menghasilkan markat dari 1 hingga 5.
Bahagian ketiga soal selidik ialah inventori 'burnout' yang telah diadaptasi dan
diterjemahkan daripada versi Pines dan Aronson ( 1981 ). Inventori ini meliputi 21
item yang menaksirkan keadaan fizikal dan mental seperti kelesuan, kemurungan,
perasaan terperangkap, optimistik dan energetik. Contohnya responden ditanya "
Berapa kerapkah perasaan anda : Optimistik, Bimbang, Letih, Ketegangan emosi dan
lain-lain ?".
Item-item yang disediakan dalam inventori ini adalah dalam bentuk satu perkataan
atau frasa-frasa yang pendek. Responden dikehendaki menandakan kekerapan
perasaannya di atas skala likert 1 hingga 5 daripada tidak pernah kepada selalu. Indeks
bagi 'burnout' adalah purata markat daripada 21 item selepas menentukan item-item
positif dan negatif.
Soal selidik mengukur tentang persekitaran kerja oleh Fejgin et al (1995) dan
inventori 'burnout' oleh Pines dan Aronson (1981) telah diuji oleh penyelidikpenyelidik asalnya dari segi kesahan dan kebolehpercayaan, dan didapati
menghasilkan keputusan yang tinggi iaitu di antara 0.8 dan 0.93 ( Fejgin et al,1995 ).
Procedure
Setelah kajian rintis dijalankan dengan 20 orang guru-guru PJK yang sedang
mengikuti Kursus Diploma Perguruan Khas sesi 1997/98, beberapa pengubahsuaian
telah dibuat terhadap kandungan dalam soal selidik. Kesesuaian dan ketepatan item-

item yang diterjemahkan dan arahan-arahan yang disediakan dalam soal selidik dapat
dipastikan dalam kajian rintis ini. Beberapa pindaan kecil dan pengubahsuaian telah
dibuat terhadap item-item dan istilah-istilah yang didapati kabur. Soal selidik telah
disediakan dalam Bahasa Melayu dan Bahasa Inggeris untuk menyenangkan
pemahaman. Sebarang analisis statistik tidak dilakukan terhadap data kajian rintis ini.
Proses memungut data telah dijalankan oleh penyelidik-penyelidik sendiri dan dibantu
oleh beberapa orang pensyarah serta guru-guru pelatih kursus Diploma Perguruan
Malaysia ambilan Julai 1996 yang sedang mengikuti sesi praktikum II di sekolahsekolah yang terpilih untuk tujuan kajian ini.
Guru-Guru PJK yang dipilih dalam kajian ini telah diminta memberi kerjasama untuk
menjawab soal selidik yang diedarkan. Tiada had masa yang dikenakan untuk
menjawab soal selidik. Sebahagian daripada soal selidik telah dipungut seminggu
selepas diedarkan dan sebahagian lagi dipungut setelah guru-guru pelatih selesai
menjalani praktikum masing-masing.
Data analysis
Soal selidik-soal selidik yang dipungut telah disemak. Soal selidik yang lengkap diisi
mengikut arahan yang ditetapkan telah diproses dan dikodkan. Data yang dikodkan
telah dianalisis dengan komputer menggunakan program SPSS-PC.
Penganalisisan data dalam kajian ini melibatkan statistik deskriptif dan statistik
inferensi. Penyelidik telah menggunakan min dan sisihan piawai untuk mengenal pasti
dan menentukan pola tahap 'burnout' guru-guru PJK mengikut jantina, jenis dan lokasi
sekolah. Keputusan kajian juga telah dibentangkan dalam bentuk jadual yang sesuai.
Ujian- t telah digunakan untuk membandingkan markat min tahap 'burnout' guru-guru
PJK mengikut jantina (lelaki dan wanita ), jenis sekolah ( rendah dan menengah ) dan
lokasi sekolah ( bandar dan luar bandar ).
Selain itu, kaedah statistik Korelasi Hasil-Darab Momen Pearson ( r ) telah digunakan
untuk menentukan kekuatan hubungan di antara dimensi-dimensi iklim kerja dengan
tahap 'burnout' guru-guru PJK. Untuk meneliti darjah perhubungan di antara keduadua pembolehubah itu, klasifikasi yang dicadangkan oleh Johnson dan Nelson (1986)
telah dirujuk. Di samping itu, untuk meramal perhubungan dimensi-dimensi iklim
kerja ke atas tahap 'burnout' guru-guru PJK, kaedah analisis regresi berganda
'stepwise' telah digunakan.
Hipotesis-hipotesis kajian ini telah diuji tahap signifikannya pada aras keyakinan k < .
05.

KEPUTUSAN KAJIAN
Daripada 100 set soal selidik yang diedarkan, terdapat 82 set yang diisi dengan
lengkap telah diproses. Responden merupakan guru-guru PJK yang mengajar di
sekolah-sekolah rendah dan menengah sama ada di kawasan bandar ataupun luar
bandar.
Latar belakang responden dan sekolah
Profil responden dan latar belakang sekolah telah dibentangkan dalam jadual 1 hingga
8.
Table 1. Taburan Responden Mengikut Jantina

Men

48

58.5

Women

34

41.5

Table 2. Taburan Responden Mengikut Umur

25 - 29 Tahun

10

2.12

30 - 34 Tahun

33

40.2

35 - 39 Tahun

16

5.19

40 - 44 Tahun

14

1.17

45 - 49 Tahun

9.8

> 50 Tahun

1.2

Table 3. Taburan Responden Mengikut Status Perkahwinan

N

Single

9.8

Married

72

87.8

Divorced /
Widowed

2.4

Daripada soal selidik 82 orang responden yang diperolehi didapati 48 orang ( 58.2% )
adalah lelaki dan 34 orang ( 41.5% ) Wanita ( Jadual 1 ). Sebahagian besar responden
berumur dalam lingkungan di bawah 40 tahun ( 70% ) dan hanya seorang responden
sahaja yang berumur lebih daripada 50 tahun ( Jadual 2 ). Di samping itu, daripada 82
orang responden sebanyak 72 orang ( 87.8% ) telah berkahwin, 8 orang ( 9.8% )
masih bujang dan 2 orang ( 2.4 % ) janda atau duda.
( Jadual 3 ).
Table 4. Taburan Responden Mengikut Pengalaman
Sebagai Guru Terlatih
N

1 - 3 Tahun

11

4.13

4 - 6 Tahun

13

9.15

7 - 9 Tahun

14

1.17

10 - 12 Tahun

12

6.14

13 - 15 Tahun

7.3

> 15 Tahun

26

31.7

Table 5. Taburan Responden Mengikut Pengalaman Mengajar PJK

N

1 - 3 Tahun

24

29.3

4 - 6 Tahun

17

20.7

7 - 9 Tahun

10

2.12

10 - 12 Tahun

13

9.15

13 - 15 Tahun

7.3

> 15 Tahun

15

18.3

Jika ditinjau mengenai pengalaman mereka, didapati 26 orang ( 31.7% ) mempunyai

pengalaman mengajar lebih daripada 15 tahun sebagai guru terlatih, 11 orang
( 13.4% ) di bawah 3 tahun dan 18 orang ( 21.9% ) berpengalaman mengajar di antara
10 hingga 15 tahun ( Jadual 4 ). Dari segi pengalaman mengajar mata pelajaran PJK
pula, didapati 41 orang ( 50% ) responden mempunyai pengalaman kurang daripada 6
tahun mengajar subjek PJK, manakala yang berpengalaman mengajar subjek PJK
lebih daripada 15 tahun adalah seramai 15 orang ( 18.3% ) ( Jadual 5 ).
Jadual 6. Taburan Responden Mengikut Jawatan Yang Dipegang
N

Setiausaha Sukan

31

37.8

Pen. Setiausaha Sukan

8.5

Ketua Panitia PJK

11

4.13

Setiausaha Panitia PJK

8.5

Jurulatih Sukan

9.4

Co-Curricular
Committee

11

4.13

Other

11

4.13

Dalam jadual 6 menunjukkan taburan responden mengikut jawatan yang dipegang di

sekolah. Daripada 82 orang responden terdapat 31 orang ( 37.8% ) memegang jawatan
sebagai setiausaha sukan, ketua panitia PJK seramai 11 orang (13.4% ) dan sebagai
AJK kokurikulum juga seramai 11 orang ( 13.4% ). Manakala responden-responden
yang lain memegang jawatan sebagai penolong setiausaha sukan, setiausaha panitia
PJK, jurulatih sukan dan sebagainya.
Jadual 7. Taburan Responden Mengikut Jenis Sekolah
N

Low

48

58.5

Secondary

34

41.5

Jadual 8. Taburan Responden Mengikut Lokasi Sekolah

N

City

45

54.9

Rural

37

45.1

Jadual 7 dan 8 dibentangkan tentang taburan responden mengikut jenis dan lokasi
sekolah yang dipilih dalam kajian. Dalam jadual 7 menunjukkan sebanyak 48 buah
( 58.5% ) sekolah rendah dan 34 buah ( 41.5% ) adalah sekolah menengah. Dari segi
lokasi sekolah dalam jadual 8 pula menunjukkan sebanyak 45 buah ( 54.9% ) adalah

sekolah yang terletak di kawasan bandar Kota Setar dan Kubang Pasu dan 37 buah
( 45.1% ) adalah sekolah di kawasan luar bandar.
'Burnout'
Jadual 9 menunjukkan markat min dan sisihan piawai bagi setiap item dalam inventori
'burnout'. Markat min 'burnout' 2.42 adalah mewakili tahap 'burnout' yang rendah
yang dapat ditafsirkan sebagai keadaan sekali-sekala (rarely) kepada kadang-kadang
(sometime). Item-item yang mewakili perasaan negatif yang menunjukkan markat min
yang tertinggi ialah Menghiraukan ( bothered )
( M =3.01 ), Keletihan mental ( mental weary ) ( M =2.74 ), Keletihan fizikal
( physically weary )
( M =2.74 ), dan Kelesuan ( fatigued ) ( M =2.68 ). Di samping itu, bagi empat item
yang mewakili perasaan positif pula adalah di luar jangkaan kajian ini kerana
keputusan menunujukkan markat min yang lebih rendah. Item-item tersebut seperti
Hari yang menyenangkan ( had a good day ) ( M =2.52 ), Optimistik ( optimistic )
( M =2.35 ), Gembira (happy) ( M =2.20 ), dan Cergas (energetic) ( M =2.11) .
Jadual 9. Min dan Sisihan Piawai bagi Item-Item 'Burnout'

Item
1. Menghiraukan

Min

Sisihan Piawai

3.01

1:01

2.74

0.94

2.74

0.93

( Bothered )

2. Keletihan Mental
( Mentally weary )

3. Keletihan Fizikal
( Physically weary )

4. Kelesuan

2.68

0.89

2.62

1:10

2.57

1:02

2:52

1:01

2:51

1:09

2:51

1:07

2:49

1:09

2.35

0.96

( Fatigued )

5. Tertekan
( Depressed )

6. Concern
( Worried )

7. Hari yang menyenangkan

( Had a good day )

8. Keletihan kerana kurang tidur

(Tired after sleepless night )

9. Cukup setakat ini

( I've had enough )

10. Disappointed
( Frustrated )

11. Optimistik
( Optimistic )

12. Ketegangan Emosi

2:30

1:07

2.29

1.24

2.23

0.95

2.23

0.96

2.22

0.99

2.21

1:20

2:20

1:14

2.16

1:01

( Emotionally drained )

13. Tidak dihargai

( Worthless )

14. Helplessly
( Worn down )

15. Lemah dan sakit

( Weak and sickly )

16. Tidak gembira

( Unhappy )

17. Tiada harapan

( Hopeless )

18. Happy
( Happy )

19. Terperangkap
( Entrapped )

20. Keadaan terasing

2.16

1:14

2:11

0.90

2.423

0.677

( Reserved )

21. Active
( Energetic )

Indeks 'burnout'
( Burnout Index )

(N=82)

Jadual 10 menunjukkan perbandingan tahap 'burnout' guru-guru PJK mengikut

jantina. Keputusan kajian telah membuktikan bahawa tidak terdapat perbezaan yang
signifikan di antara tahap 'burnout' guru-guru PJK lelaki dan wanita ( t = - 0.52, k >
0.05 ).
Jadual 10. Ujian - t, Min dan Sisihan Piawai Guru-Guru PJK Mengikut Jantina

* k < 0.05

Min

Sisihan Piawai

Ujian t

Lelaki ( 48 )

2.3899

0.6180

- 0.52

Wanita ( 34 )

2.4692

0.7597

Jadual 11. Ujian - t, Min dan Sisihan Piawai Guru-Guru PJK Mengikut Jenis Sekolah

Min

Sisihan
Piawai

Ujian - t

Sekolah Rendah ( 45 )

2.2966

0.5996

-2.044*

Sekolah Menengah
( 37 )

2.6008

0.7463

* k < 0.05
Jadual 12. Ujian - t, Min dan Sisihan Piawai Guru-Guru PJK
Mengikut Lokasi Sekolah

Min

Sisihan Piawai

Ujian - t

Bandar ( 45 )

2.4889

0.7055

0.975

Luar Bandar ( 34
)

2.3423

0.6408

* k < 0.05
Keputusan dalam jadual 11 pula menunjukkan terdapat perbezaan yang signifikan
tahap 'burnout' di antara guru-guru PJK sekolah rendah dan menengah ( t= 2.044, k < 0.05 ). Markat min tahap 'burnout' guru-guru PJK di sekolah menengah
( M = 2.6008 ) didapati lebih tinggi daripada guru-guru PJK di sekolah rendah ( M =
2.2966 ).

Sementara itu, jadual 12 menunjukkan tidak terdapat perbezaan yang signifikan tahap
'burnout' di antara guru-guru PJK yang mengajar di sekolah-sekolah bandar dan yang
mengajar di sekolah-sekolah luar bandar ( t = 0.975 , k > 0.05 ).
Oleh itu, berdasarkan keputusan kajian di atas, hipotesis nol yang mengandaikan tidak
terdapat perbezaan yang signifikan tahap 'burnout' guru-guru PJK mengikut jantina
( lelaki dan wanita ), dan lokasi sekolah ( bandar dan luar bandar ) adalah diterima.
Walau bagaimanapun, sebaliknya keputusan kajian ini menolak hipotesis yang
mengandaikan tidak terdapat perbezaan yang signifikan tahap 'burnout' di antara guruguru PJK sekolah rendah dan menengah.
Jadual 13. Min, Sisihan Piawai, dan Korelasi Dimensi-Dimensi Iklim Kerja
Dengan Burnout
Dimension

Min

Sisihan Piawai

Korelasi Dengan Burnout

Psikologikal

82

2.8350

0.3309

0.344**

Social

82

2.9953

0.4681

0.544**

Birokratik

82

2.6425

0.4884

0.654**

Struktural

82

3.1367

0.3668

0.358**

* k < 0.05
** k < 0.01
Keputusan dalam jadual 13 menunjukkan keadaan iklim kerja di kalangan
guru PJK pada keseluruhannya berada di antara paras rendah dan sederhana.
Dimensi struktural mencatatkan markat min yang paling tinggi iaitu 3.137
daripada markat maksimum 5, diikuti dengan dimensi sosial ( M = 2.995 ),
dimensi psikologikal ( M = 2.835 ) dan dimensi birokratik ( M = 2.643 ).

Selain itu, untuk tujuan menguji hipotesis yang mengandaikan tidak terdapat
hubungan yang signifikan di antara setiap dimensi iklim kerja dengan 'burnout'
guru-guru PJK, keputusan kajian ini menunjukkan bahawa terdapat hubungan
yang signifikan di antara markat min tiap-tiap dimensi iklim kerja iaitu,
psikologikal ( r = 0.344, k < 0.01 ), sosial ( r = 0.544, k < 0.01 ), birokratik ( r =
0.654, k < 0.01 ) dan struktural ( r = 0.356 , k < 0.01 ) dengan markat min
'burnout' guru-guru PJK. Oleh itu, berdasarkan dapatan-dapatan di atas
hipotesis nol dalam kajian ini telah ditolak.
Diteliti dari segi darjah kekuatan hubungan di antara dimensi-dimensi iklim
kerja dan 'burnout' dengan berpandukan klasifikasi Johnson dan Nelson
( 1986 ), hasil kajian menunjukkan hubungan di antara dimensi birokratik
dengan 'burnout' guru-guru PJK adalah pada tahap yang agak kuat dan teguh
( substantial ) ( r = 0.654 ). Manakala hubungan di antara dimensi sosial dengan
'burnout' guru-guru PJK didapati pada tahap sederhana ( r = 0.544 ), dan
hubungan di antara dimensi psikologikal dan struktural dengan 'burnout' di
kalangan guru PJK pula, keputusan menunjukkan hubungannya adalah pada
tahap sederhana rendah ( r = 0.344 dan r = 0.358 ).
Jadual 14. Pekali Regresi Berganda 'Stepwise' Pembolehubah
Dimensi-Dimensi
Iklim Kerja Ke Atas Markat Burnout

Iklim Kerja

Pekali Beta

Birokratik

0.654

0.428

0.511

59.800***

Social

0.682

0.466

0.241

34.416***

TS

TS

Struktural

Psikologikal

TS

TS

( N = 82 )
* k < 0.05
** k < 0.01
*** k < 0.001
TS Tidak Signifikan
Keputusan dalam jadual 14 menunjukkan bahawa terdapat dua dimensi iklim kerja
iaitu, birokratik dan sosial yang paling banyak memberi sumbangan terhadap 'burnout'
guru-guru PJK. Berdasarkan nilai beta membuktikan bahawa dimensi birokratik
merupakan pembolehubah peramal yang paling 'berpengaruh' ( B = 0.511 ). Pekali
penentuan regresi (R ) bagi pembolehubah itu ialah 0.428. Ini bermakna
pembolehubah tersebut dapat menjelaskan sebanyak 42.8% daripada keseluruhan
varians dalam 'burnout' di kalangan guru PJK. Keputusan juga menunjukkan yang
keduadua dimensi sosial dan birokratik telah dapat menerangkan sebanyak 46.6%
daripada keseluruhan varians dalam 'burnout' guru-guru PJK. Kedua-dua dimensi
kerja tersebut didapati telah menyumbang secara signifikan pada aras k < 0.05 ke atas
'burnout' guru-guru PJK.

DISCUSSION

Tahap 'burnout'
Markat min tahap 'burnout' guru-guru PJK yang didapati dalam kajian ini ( M = 2.42 )
menggambarkan darjah 'burnout' yang rendah. Ini bermakna guru-guru PJK jarangjarang mengalami masalah 'burnout'. Penemuan dalam kajian ini didapati selari
dengan hasil kajian-kajian yang pernah dijalankan oleh Fejgin et al ( 1995 ) terhadap
guru-guru PJ di Israel; Quigley et al ( 1989 ) terhadap guru-guru PJ di Kanada; dan

Sisley et al ( 1987 ) terhadap guru-guru PJ di Amerika Syarikat walaupun ketiga-tiga

kajian itu telah menggunakan alat pengukuran 'burnout' yang berbeza.
Daripada kajian Fejgin et al ( 1995 ) guru-guru PJ didapati lebih optimistik, energetik,
gembira dan mengalami hari-hari yang menyenangkan berbanding dengan guru-guru
PJK dalam kajian ini. Guru-Guru PJK dalam kajian ini didapati kurang energetik,
kurang gembira, kurang optimistik dan jarang-jarang mengalami hari-hari yang
menyenangkan. Malahan yang agak mengejutkan ialah guru-guru PJK merasakan diri
mereka kurang cergas ( energetic ). Guru-Guru PJK jarang-jarang mengalami
perasaan dirinya dalam keadaan cergas dan bertenaga. Mereka mungkin dibebani
dengan pelbagai tanggungjawab dan peranan untuk menggerakkan aktiviti-aktiviti di
sekolah di samping tugas-tugas tambahan lain yang harus dikendalikan mengikut
arahan dan prosedur yang ditetapkan selain daripada tugas-tugas pengajaran. Ekoran
daripada itu mereka perlu menggunakan daya fizikal dan mental yang banyak untuk
melaksanakan segala tugas dan tanggungjawab yang diamanahkan kepadanya. Oleh
itu, situasi-situasi yang sedemikian harus dibendung supaya guru-guru PJK akan
merasakan dirinya lebih aktif dan dinamik.
Walau bagaimanapun, penemuan kajian ini menampakkan keselarian dengan kajian
Fejgin et al ( 1995 ) dari segi perasaan negatif guru-guru PJK. Hasil dapatan
menggambarkan guru-guru PJK merasakan keadaan tidak menghiraukan ( bothered ),
keletihan mental, fizikal dan kelesuan pada tahap yang sederhana. Mereka juga
merasakan diri mereka tertekan ( depressed ) dan bimbang. Pelbagai faktor
persekitaran kerja mungkin boleh dikaitkan dengan fenomena di atas. Daripada
masalah-masalah konfliks dalaman seperti kelayakan, pengalaman, dan keupayaan
sehinggalah masalah-masalah birokratik, hubungan sosial dan pengurusan kelas
mungkin mempengaruhi perasaan negatif guru-guru PJK. Implikasi kepada kes-kes
seumpama ini bukan hanya akan tertumpu kepada guru-guru terbabit semata-mata,
malah lebih jauh daripada itu ia akan mendatangkan impaks yang bukan sedikit
kepada martabat profesion perguruan itu sendiri. Kesannya mungkin ditakuti akan
berpindah kepada murid/pelajar yang sentiasa terdedah kepada situasi yang kurang
menyenangkan akibat tindak-tanduk guru yang 'bermasalah'.
Oleh itu, berdasarkan dapatan-dapatan kajian ini jelas membuktikan bahawa guruguru PJK telah diselubungi dengan perasaan-perasaan negatif yang agak ketara di
sekolah. Malahan, tanggapan perasaan positif mereka juga tidak menunjukkan sesuatu
keadaan yang dapat membantu meningkatkan motivasi dalam kerjanya. Lantaran itu,
pendekatan dan strategi tertentu harus diambil oleh pihak-pihak berkenaan untuk
membendung masalah tersebut. Hati guru perlulah ditenteramkan dahulu sebelum
guru dapat mengorak langkah ke arah menjayakan cita-cita murni negara.
Perbandingan tahap 'burnout' mengikut jantina, jenis dan lokasi sekolah

The level of burnout teachers CBC men and women showed no significant difference
in this study. This can be argued that the education system in Malaysia do not practice
'discrimination' in carrying out its duties and responsibilities of education among
teachers. Teachers' men and women should equally bear the responsibility and trust on
its own. Teachers' men and women were given the same duties and responsibilities to
teach, guide, manage, train and evaluate the school. Therefore, based on workload
lightness dijinjing same, the same weight lifted 'This allows the burnout of teachers of
men and women are not significantly different.
However, this study showed no significant difference level of burnout of teachers of
primary and secondary CBC. CBC Teachers who teach in secondary schools found
higher levels of burnout than teachers who teach in CBC school. These differences
can be explained that the work load to be borne by the CBC teachers in secondary
schools is more than PJK teachers in primary schools. Various roles, expectations and
hope the school (administrators) to PJK teachers in secondary schools is higher than
the CBC teachers in primary schools. Various expectations and the expectations of
teachers may be the cause of CBC lead role ambiguity and role conflict. Therefore,
these conditions are among the causes of burnout PJK teachers in secondary schools
(Sisley, Capel, & Desertrain, 1987).
In addition, CBC teachers in secondary schools may be forced to bear the risk and
greater responsibility in the teaching-learning process. They had to deal with students
who are larger and more mature. Therefore, they will be exposed to a variety of
disciplinary problems more challenging when conducting teaching. The problems
continued discipline is one source of stress (stress) among secondary school teachers
in the CBC and the teachers ended with 'burnout'
(Mancini, Wuest, Valentine & Clark, 1984).
In addition, CBC teachers in secondary schools also are in a continuous state of
anxiety, thinking about the safety or injury that may occur in the PJK class
handling. Teaching-learning process in secondary schools involves CBC activities are
more 'robust' and 'open' to the injury. Therefore, teachers in schools had CBC are
always more 'bersedia'untuk risk in the process of pengajajaran. They not only need to
use a lot of physical energy, but also mental atmosphere is driven by fear. Thus the
phenomenon experienced by teachers CBC will trigger feelings of lack and 'burnout'.
In addition, this study proves the level of burnout teachers PJK urban and rural
schools did not show significant differences. The situation can be clarified so that all
schools in Malaysia, whether in urban or in rural areas must follow the same
curriculum. Therefore, the CBC Teachers who teach in urban or rural areas should
implement the teaching-learning process using the same syllabus. They operate based

on the teaching of topics and guidelines contained in the syllabus. In addition, no

difference in the level of 'burnout'guru-PJK teachers in both urban and rural areas can
also be associated with the basic training they receive from teachers training colleges
and universities that use the design paradigm of the same training . So, it is not
surprising that they already know the responsibilities, and be prepared mentally and
physically to serve in any place as directed. So what demikan, a number of factors
discussed above as well as other factors may explain the level of burnout teachers PJK
urban and rural schools that were not significantly different in this study
Relations climate and job burnout
Climate in the context of this study is measured by the four dimensions, namely,
psychological, bureaucratic, social and structural. in general, the results showed that
the atmosphere in the school climate is at moderate levels. From the observation of
teachers CBC, climate-related work such as the degree of psychological autonomy,
diversity of roles, tasks, scheduling, and opportunities to enhance self-fulfillment and
self-development and achievement was found in only a satisfactory level.
Climate-related work such as structural plant facilities and equipment, class size, class
composition, the level of noise, and safety problems, the study found that the state is
at a satisfactory level. Similarly, climate-related work such as social interaction
between teachers -teachers, principals / headmasters, pupils / students, and parents;
discipline problems: social support and social isolation show a satisfactory condition
by observation of teachers CBC. Meanwhile, climate-related work such as
bureaucratic bureaucratic administration; conflict to demand the principal / head
teacher, administration, and parents; the problems of communication and works
'clerical' perceived by teachers as the CBC satisfactory .
However, this study shows that each dimension of climate significantly correlated
with the level of burnout teachers CBC. The result is a climate membuktikkan poor
tendency resulted in the 'burnout' among teachers CBC. These findings have shown
support for the previous studies by Schwab & Ivanicki (1982), Friedman (1991), and
Fejgin et al (1995) in several aspects. In previous studies showed that the climate in
relations with the 'burnout' varies between schools. Teachers who face the problem of
role conflicts, role ambiguity, lack of autonomy, social isolation, and lack of
opportunity to enhance self-fulfillment is the result of of the bureaucratic system in
different schools.
In addition, this study proves that the bureaucratic dimension is the most predictor
variables 'influence' on its relationship with burnout teachers CBC. This means that all
administrative actions, the power of autonomy, and recognition of the various parties
are among the factors contributing to the existence of the problem of burnout teachers

CBC. In addition, social aspects also found to affect burnout teachers CBC. This study
shows that the social dimension is a significant predictor variables on the relationship
with burnout. Therefore, schools should encourage teachers CBC interact more
extensively with other teachers, principals / headmasters, students and parents as well
as provide a variety of social support. The school also must avoid social isolation
among teachers and control discipline problems that can affect the harmony of the
school. With such actions, is likely to help teachers, especially teachers CBC from
suffering burnout continuing.
Accordingly, the findings of this study found many similarities with the results Fejgin
et al (1995). Study Fejgin et al (1995) have shown that psychological and social
dimensions of climate have affected the level of 'burnout' PJ teachers in Israel. In a
more detailed study results have shown that aspects of the low salaries, bureaucratic
limitations and the role of the factors that most contribute to the burnout of teachers
CBC. However, this study did not investigate the aspects of the climate dimension in
more depth, although some of this research was to support the findings of the study
Fejgin et al (1995).

CONCLUSION
The results of this study may provide valuable implications to the parties involved
directly and indirectly in the field of education. Although the level of burnout among
teachers CBC is low, but if this phenomenon occurs with a continuous left is
definitely the performance of the CBC teachers will decline, and as a result of that it
will affect the performance of the activities and programs in schools. Therefore, this
study recommends that teacher education programs should provide potential teachers
to overcome the possibility of social conflicts and conflicts arising from various
schools and administrative claims. They should also be exposed to ways to diversify
the work / tasks using alternative teaching methods; using various teaching aids easily
built, and practice management strategies and tactics to solve problems collectively. In
addition, programs should encourage prospective teachers to understand their roles
and responsibilities in the administration who are not related solely to the CBC that
they will be more likely and frequent involvement with students, parents, teachers and
staff- other staff.
The school (principals / headmasters, counselors, teachers, senior teachers the right
other than CBC) should create the target groups mainly "interbidang by subject" and

involve teachers in the PJK administrative aspects such matters related to student
management, curriculum planning and school policies. It was also felt appropriate that
the government must take certain steps to examine the terms of the level of wages is
the most significant source of lead to burnout of teachers in general (Fejgin et al
1995). Consequently, teachers may be considered for the CBC is classified as a group
of 'critical' is equivalent to the teachers of technical and vocational, and in addition,
proposed the government to consider the payment of overtime work outside official
working hours are a remarkable effort of teachers.
Finally, it is proposed that studies show selanjutmya seharus of management strategies
are effective for teachers CBC that actions can be done either by individual teachers,
schools or teacher training centers in an effort to prevent the phenomenon 'burnout'. In
addition, it is help in research if the research is a quantitative and qualitative criteria
used in determining the attitudes and behaviors of teachers that demonstrate the level
of 'burnout' is very low. Such studies will be able to collect more information about
the "attributes-attributes' the building in order to help teachers enhance their sense of
the CBC is more optimistic, energetik and 'happy'.

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