SACM - Malaysia
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9660
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Item Restricted ROLE AMBIGUITY, CONFLICT AND OVERLOAD AS PREDICTORS OF EMOTIONAL EXHAUSTION: THE MEDIATION EFFECT OF TEACHING SATISFACTION AND AFFECTIVE COMMITMENT(Universiti Malaya,, 2024) ALSAGOOR, KHALID; Cheong, Loh SauOwing to the emotionally demanding work context, emotional exhaustion is conceived as a general concern in special education. In a group of 216 special education teachers in the Kingdom of Saudi Arabia, this research has investigated the direct effect of role ambiguity, role conflict, and role overload on teacher’s emotional exhaustion. Participants completed the scales of emotional exhaustion, role conflict, role Ambiguity, role overload, affective engagement, and teaching satisfaction. Structural Equation Modelling Analysis (SEM) has been adopted for testing the hypotheses of this research. Results indicate that role overload had a positive significant direct impact on emotional exhaustion. Similarly, role conflict shows a positive significant direct impact on emotional exhaustion, whereas role ambiguity has a negligible direct impact on emotional exhaustion. The estimation of the indirect path between measurements of role stressors and emotional exhaustion through teaching contentment reveals that teaching contentment mediates the effect of role conflict on emotional exhaustion. The research suggests that there is no intervention effect of teaching contentment on the impact of role overload on emotional exhaustion and the impact of role overload and role conflict on emotional exhaustion is mediated by affective engagement. The research recommends further studies to explore the direct and indirect effect of role ambiguity on emotional exhaustion.7 0Item Restricted FACTORS PREDICTING BURNOUT OF SPECIAL EDUCATION TEACHERS IN THE KINGDOM OF SAUDI ARABIA(Universiti Malaya, 2024) ALSAGOOR, KHALID; Cheong, Loh SauTeacher burnout affects student achievement and imposes financial burdens on districts and states. This study explores factors predicting burnout, focusing on direct effects of role ambiguity, conflict, and work overload, as well as indirect effects via affective organizational commitment and teaching satisfaction. Additionally, it examines moderating effects of perceived social and supervisor support. A sample of 414 special education teachers in Saudi Arabia completed the Maslach Burnout Inventory and scales for various stressors and supports. Structural Equation Modeling (SEM) using AMOS revealed that: (1) role overload had a significant direct effect on emotional exhaustion (β = 0.389, t = 5.184, P < 0.01), reduced personal accomplishment (β = 0.211, t = 3.797, P < 0.01), depersonalization (β = -0.161, t = -3.392, P < 0.01), and total burnout (β = 0.173, t = 5.828, P < 0.01); (2) role conflict was directly related to decreased accomplishment (β = 0.350, t = 4.194, P < 0.01) and total burnout (β = 0.135, t = 3.465, P < 0.01); (3) role ambiguity affected emotional exhaustion (β = 0.230, t = 4.506, P < 0.01), reduced accomplishment (β = 0.305, t = 3.862, P < 0.01), depersonalization (β = 0.137, t = 2.738, P < 0.01), and total burnout (β = 0.271, t = 7.045, P < 0.01); (4) teacher satisfaction mediated the impact of role overload on emotional exhaustion (β = 0.103, t = 2.573, p < 0.05); (5) affective organizational commitment facilitated the effects of role overload on emotional exhaustion (β = 0.143, t = 2.367, p < 0.05), role conflict on burnout (β = 0.204, t = 6.811, p < 0.05), and role ambiguity on total burnout (β = 0.316, t = 2.715, p < 0.05); (6) perceived social support moderated the effects of stressors on burnout components, such as reducing role overload’s impact on emotional exhaustion (β = -0.226, t = -7.500, p < 0.01); and (7) supervisor support moderated effects of role overload on burnout components, like reducing its impact on emotional exhaustion (β = -0.256, t = -8.868, p < 0.01). These findings suggest that enhancing teaching satisfaction and commitment could mitigate burnout, adding theoretical insights into stressors–burnout relationships among special education teachers in Saudi Arabia.3 0