Arogundade Odunayo Tunde, Onabanjo Oladipo C
American Journal of Applied Psychology. 2013, 1(1), 7-13DOI:
Abstract: This study aimed at assessing the influence of personality and self-esteem on teachers’ susceptibility to burnout syndrome in Lagos metropolis, Nigeria. A descriptive survey design was adopted for the study and a simple random sampling technique was used to select 200 participants (M=94; F=106) from ten public and ten private secondary schools in Lagos metropolis. Data collected using three psychological instruments namely: Index of self- esteem (ISE), Big Five Inventory (BFI) and Maslach Burnout Inventory (MBI) were analyzed by independent t-test and simple regression analysis. It was revealed that there were significant differences between the levels of self-esteem and personality differences in the teachers’ proness to burnout syndrome. Furthermore, personality traits jointly accounted for 2.7% variance in teachers’ burnout syndrome. The implication of the findings of this study depicts that there are certain traits that make up efficient and effective teachers as well as burnout teachers. In addition, highly motivated teachers tend to love their profession and students and are less likely susceptible to burnout syndrome.