RELATIONSHIP BETWEEN BURNOUT AND INSTRUCTOR EFFECTIVENESS IN BORNO STATE AGENCY FOR MASS LITERACY

ABSTRACT

The study determined the relationship between burnout and instructor’s effectiveness in Borno Agency for mass literacy. The objectives of the study are to determine the relationship between burnout and instructors effectiveness and relationship between interactive effect of gender and burnout on instructors effectiveness. Three formulated hypotheses were tested at 0.05 level of significance which were: Ho, there is no significant relationship between burnout and instructors effectiveness. Ho, there is no significant relationship between interactive effect of gender and burnout on instructors effectiveness, Ho, there is no significant relationship between interactive effect of experience on instructors effectiveness. Correlational research design was adopted for the study. The sample of the study was two hundred and eighteen (218) adult literacy instructors and two hundred and eighteen adult learners were selected in some literacy centres across the six administrative zone of the Agency. Fifteen (15) items questionnaire tagged questionnaires for adult instructor’s burnout subscale on emotional exhaustion, depersonalization and personal accomplishment was administered to the respondent; Pearson product Moment Correlation coefficient, two-way Analysis of variance Anova was used to test the hypotheses 1,2 and 3. The finding showed that there is a high level of burnout among instructors in Borno State. Another finding show that there is no significant relationship between burnout and instructors effectiveness. And also there is no significant relationship between interactive effect of gender and burnout in instructor’s effectiveness. Based on the findings, the following recommendations were made: (i) adult education administrators should provide conducive environment to avoid emotional exhaustion and depersonalization and also personal experience is important for effective teaching and learning in the literacy centres. (ii). Interactive session based on gender is important for effective instruction in the literacy centres.