THE COMPARISON OF BURNOUT, PSYCHOLOGICAL WELL-BEING AND META-COGNITIVE BELIEFS IN TEACHERS OF NORMAL AND EXCEPTIONAL SCHOOLS

Raziye Shamstalab; Bahman Akbari; Seyedvaliolah Mosavi

doi:10.65453/ajbmr.v3i6.550

Authors

Raziye Shamstalab Department of Clinical Psychology, Science and Research Branch, Guilan, Iran (Corresponding Author)
Bahman Akbari Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran
Seyedvaliolah Mosavi Department of Psychology, Guilan University, Guilan, Iran

DOI:

https://doi.org/10.65453/ajbmr.v3i6.550

Keywords:

Burnout, Psychological Well-Being, Meta-Cognitive Beliefs, Normal Teacher,, Exceptional Teacher, Ordinary and Special Schools

Abstract

Aim: The purpose of this study is to compare comparing burnout, psychological well-being and cognitive beliefs in normal schools and teachers are exceptional. Materials and Methods: The research methodology selected causal-comparative design. The population consisted of all teachers (Ordinary and special schools) are in Rasht. The sample consisted of 100 participants (50 teachers and 50 teachers from special schools, normal schools) were randomly selected. Questionnaire for collecting data from burnout, psychological well-being scale riffs and meta-cognition questionnaire was used. This study analyzed data from a multivariate (MANOVA) was used. Results: The result of the analysis showed that burnout among teachers of exceptional schools,
there are significant differences in psychological well-being and cognitive beliefs (P< 0.01).Teachers of special schools, depersonalization, and lower psychological well- being are more impaired cognitive beliefs. Conclusion: It is recommended that officers and staff training to prevent burnout among primary teachers of normal and exceptional conditions to provide positive Meta cognitive beliefs and psychological well-being will improve.