FROM CLASSROOM DEMANDS TO BURNOUT: EXPLORING JOB PERFORMANCE AND LOCUS OF CONTROL AS DETERMINANTS OF EMOTIONAL EXHAUSTION

Abstract

The current teachers have a critical role to play in creating conducive learning and contributing to student achievement far beyond the conventional responsibility of teaching lessons. Yet, teachers are often exposed to conditions which can cause them emotional fatigue because of the intensification of their profession. The purpose of the present research is to study the relation between teachers' emotional exhaustion and their locus of  control as well as job performance. The study was conducted in the various institution of Punjab; a sample of 300 teachers were selected. Demographic factors such as gender, family structure, residence area, teaching experiences (years), academic background, range of monthly salary and grade were also considered while examining the variables. For the survey study design, participants were recruited using a simple sampling method. Job performance, locus of control and emotional exhaustion were operationalized through Job Performance (Erdogan & Enders, 2007), Multidimensional Locus of Control (Levenson, 1981) Oldenburg Burnout Inventory (OLBI) (Delgadillo, et al., 2018). Psychometric properties and descriptive were determined to make sure the normality of sample. Regression analysis revealed that job performance and internal locus of control negatively predict emotional exhaustion and positively predict by external locus of control Implications of the current research were discussed.