Job Burnout and its Relationship to Professional Competencies among Public School Teachers in Sa'adah Governorate

Abstract

This study aimed to investigate the reality of job burnout and its relationship to the professional competencies of public-school teachers in Sa'adah Governorate. Adopting a descriptive-analytical approach, a 38-item questionnaire was administered to a sample of 250 male and female teachers. The findings revealed that job burnout was perceived at a high level, with emotional exhaustion emerging as the most prominent dimension. Concurrently, the availability of professional competencies was rated as moderate, showing a sharp decline specifically in innovation and development competencies, while the overall repercussions and impacts of job burnout among the targeted teachers were found to be high. Furthermore, the statistical analysis identified a strong negative correlation between job burnout and professional competencies. Regarding demographic variables, the study demonstrated statistically significant differences in job burnout based on gender, favoring males, whereas differences in professional competencies favored females; however, no statistically significant differences were found in the levels of job burnout or its repercussions between primary and secondary school teachers. Based on these outcomes, the study recommended providing urgent financial and psychological support, alongside designing professional development programs tailored to emergency contexts to enhance teacher resilience.