Abstract

• The main purpose of the present study is to examine hardiness, social support and burnout of teachers. This study is also conducted to investigate the significant differences in hardiness, social support and burnout of teachers by gender and position as well as the correlation of age with hardiness, social support and burnout of teachers. The sample consisted by 502 teachers. This research used descriptive research design. Data of this study were collected by administering Copenhagen Burnout Inventory developed by Kristensen, Borritz, Villadsen and Christensen (2005) for Burnout, Dispositional Resilience Scale developed by Bartone (2007) for hardiness and Revised Multidimensional Scale of Perceived Social Support developed by Ho and Chan (2017) for social support of teachers. The results revealed that the teachers from Momeik Township had moderate low level of burnout, and very high degree of hardiness and social support. It was found that there was no significant difference in burnout of teachers by gender and position. It was also found that there was no significant difference in hardiness and social support by gender while there were significant differences by position of teachers. The primary teachers revealed the significant higher degrees in hardiness and social support than the senior teachers. Next, it was found that there were significant negative correlations of age with hardiness and burnout of teachers except social support. And then, there was negative correlations between burnout and both of hardiness and social support of teachers. As last, it was found that the combination of hardiness and social support can be accounted for the level of burnout by 9.8% and teacher burnout decreased 0.524 units for each units of hardiness increased and 0.307 units for each unit of social support increased. The present study concluded that hardiness and social support are affected burnout of teachers.