Psychometric Properties of the Maslach Burnout Inventory Adaptation and Validation among Moroccan Mathematics Teachers

Abstract

the teaching profession is particularly vulnerable to the development of stress and burnout syndrome, this research is used to adapt the Maslach Burnout Inventory (MBI) to members of middle and high schools in Morocco.

  This study aims to evaluate the psychometric properties of Maslach Burnout Inventory (MBI) in terms of validity, reliability, and sensitivity. The sample consists of 218 mathematics teachers, working in public schools in the Marrakech-Safi region (Morocco). The psychometric properties were examined by the following analyses: confirmative factor analysis (CFA) to test the validity of the

Statistical model, Reliability (Cronbach's alpha), exploratory factor analysis (EFA) to extract factors and complete dimensionality. Cronbach's  reliability analysis gives a value of (0.814), Principal component analysis with varimax

Rotation gives three factors and explain 54.22% of the total variance. The three dimensions give values well above the accepted minimum reliability threshold namely (0.847) for emotional exhaustion (0.766) for depersonalization and (0.720) for a sense of personal accomplishment. The overall adjustment of the model and very satisfactory, which affects the (0.71). The results indicate that the main psychometric properties of reliability and validity of the theoretical model of MBI appear to be satisfactory for the study of burnout syndrome in the cultural context of Moroccan teachers.