Guidelines for Preventing Burnout of Assistant Teachers under the Khon Kaen Educational Service Area Office 1 by Conducting User Experience Research

Abstract

        This research aimed to 1) examine the level of burnout, its causes, needs, and preventive guidelines regarding burnout among assistant teachers by conducting user experience research, 2) develop guidelines to prevent burnout among assistant teachers, and 3) assess the appropriateness, feasibility, propriety and satisfaction with the proposed burnout prevention guidelines. This research included three phases. In the first phase, a literature review and user experience study were conducted to explore the level of burnout, its causes, needs, and preventive guidelines regarding burnout among assistant teachers. The participants included 10 assistant teachers under the Khon Kaen Primary Educational Service Area Office 1 in the academic year 2024, selected through snowball sampling. All participants met the criteria for experiencing burnout. In the second phase, a burnout prevention guideline was designed based on the insights gained in phase one and synthesized using information from five experts. In the third phase, the appropriateness, feasibility, and propriety of the proposed guidelines were evaluated by five experts, and satisfaction with the burnout prevention guidelines was studied among 142 assistant teachers. The research instruments included 1) a burnout assessment form, 2) a semi-structured interview form, 3) an evaluation form for the appropriateness, feasibility, and propriety of the burnout prevention guidelines, and 4) a satisfaction questionnaire. Data was analyzed using mean and standard deviation.

       The findings revealed that 1) all 10 assistant teachers showed scores indicating burnout, 2) the burnout prevention guidelines consist of four dimensions: physical, social, psychological, and spiritual, each dimension includes three preventive guidelines, with each guideline presented based on the roles of both school administrators and teachers, and 3) the appropriateness, feasibility, and propriety of the guidelines were rated at the highest level ( = 4.92, = 0.11), and the satisfaction level was also rated at the highest level ( = 4.50, = 0.91).