The Role of the Mission-Based Educational Dimension in Reducing Job Burnout among Teachers considering the Implementation of the Hodori Program in the City of Jeddah
Abstract
This study examined the impact of the mission-based educational dimension on overcoming job burnout among teachers in light of the implementation of the Hodori system in public schools in Jeddah. A descriptive approach with survey and correlational designs was adopted, and a two-dimension questionnaire was administered to a random sample of 375 teachers.
The results showed that the mission-based dimension was moderate, while the perceived implications of Hodori related to job burnout were low, indicating that the system does not directly contribute to burnout when adequate support and procedural clarity are provided. A strong positive correlation was found between the mission-based dimension and the perceived implications of Hodori.
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