The relationship between psychological hardiness and resilience with occupational burnout (Case study: teachers of regular schools and exceptional schools-Rafsanjan)

The present study aims at investigating the relationship between psychological hardiness and resilience with occupational burnout among the teachers of both regular school and exceptional schools of Rafsanjan. For this purpose, as many as 160 teachers (80 regular teachers and 80 exceptional teachers) were randomly selected with equal number. The participants answered the questionnaires of Ahvaz Hardiness Inventory (1998), Connor-Davidson Resilience scale, and Maslach Burnout Inventory (MBI) (1993). The data were analyzed by using two-group correlation analysis and variance analysis. The findings indicated that regular teachers and exceptional teachers are different in terms of the relationship between their resilience and occupational burnout; this relationship is stronger for the teachers of exceptional schools. Moreover, regular teachers and exceptional teachers are different in terms of the relationship between their psychological hardiness and occupational burnout; this relationship is stronger for the teachers of exceptional schools. Regular teachers and exceptional teachers are also different in terms of the relationship between resilience and psychological hardiness; this relationship is stronger among the regular teachers. Other findings of the present study indicated that the effect of school is not significant on multivariate analysis. Thus, there no difference between regular school teachers and exceptional schools teachers in terms of occupational burnout, resilience, and psychological hardiness. Moreover, the two groups were not significantly different in terms of the occupational burnout components. Therefore, the relationship between psychological hardiness and resilience with occupational burnout is stronger among the teachers of exceptional schools. However, the occupational burnout is the same in both groups.