The relationship between descriptive evaluation and Job burnout of elementary schools teachers in Garmsar city

The purpose of this research was to survey the relationship between descriptive evaluation and Job burnout of elementary teachers. Statistical population included all 74 teachers in the first, second and third primary schools of Garmsar city in 2011-12 school year. Due to the limited number of teachers in the population for study, census method was selected. Data was analyzed by both descriptive (frequency, percentage, mean, tables and charts) and inferential statistics (Pearson correlation). Data gathering tool was a questionnaire including 56 items, based on Descriptive evaluation and Maslach Burnout. Reliability coefficient was gained for all dimensions of descriptive evaluation Performance, Through Observational assessment 0.77, Portfolio 0.85, pencil tests – paper 0.90, feedback 0.83 and the entire variable was 0.91. Also Reliability coefficient for burnout showed 0.89 for emotional exhaustion, 0.78 for Depersonalization, 0.90 for Personal failure (reduced personal performance) and 0.83 for total burnout. Results showed that There was a significant negative relationship between descriptive evaluation methods (Observational assessment, Portfolio, pencil tests - paper and feedback) with two dimensions of burnout (emotional exhaustion and personal failure and decrease performance), and there was no relationship with burnout in the depersonalization dimension. Also among the descriptive evaluation Performance methods, Portfolio showed a significant predictor for burnout.