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The study investigated three aspects of female university teachers’ burn out: personal, work-related and studentrelated, in relation to their demographic variables (viz., age, income and qualification). From the total
population of 500 university teachers, 30 percent of the population was selected as a sample using a simple
random sampling technique. A questionnaire was distributed among 150 university teachers, out of which, 115
returned the questionnaire to the researcher, and the response rate was 76 percent. Copenhagen Burnout
Inventory and a demographic questionnaire were administered to gather data from the participants. Data were
analyzed by using one-way ANOVA to analyze personal, work related and student related aspects of burnout in
university teachers in relation to their demographic variables. The study showed the highly significant impact of
university teachers’ age on their work related burnout. The results of the study revealed statistically significant
differences on work- related burnout with relation to age, as 31 to 41 years old faculty reported significantly
higher work related burnout as compared to other groups. With respect to qualification, the higher burnout
appeared in M.Phil. Qualified faculty and lower burnout in PhD faculty. The study also found significant impact
of teachers’ yearly income and personal, work-related and student-related aspects of burnout.
Shabana Manzoor, Fakhra Aziz, Asma Shahid Kazi. (2019) Female University Teachers Burnout and its Association with their Demographic Variables, Pakistan Journal of Social and Clinical Psychology, Volume 17, Issue 2.
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