Psychological Immunity in Relation to Academic Burnout and Career Aspirations among Prospective Teachers

This study aimed at investigating psychological immunity in relation to academic burnout and career aspirations among prospective teachers. It also attempted to identify differences in the aforementioned variables according to gender and major. Dimensions of psychological immunity as predictors of academic burnout and career aspirations were also targeted. The participants were (200) students enrolled in the General Diploma in Education (Educational Qualification program) within some educational centers under supervision of Faculty of Education for Boys in Cairo, Al-Azhar University. To collect data, Prospective Teacher Psychological Immunity Scale, Prospective Teacher Academic Burnout Scale (prepared by the researchers) and Career Aspirations Scale (Gregor & OʾBrien, 2016, translated by the researchers) were administered. Psychometric properties were verified, and data was statistically computed by SPSS. The descriptive method (correlational – differential – predictive) was utilized due to its appropriateness for the current study. Results revealed a significant negative relationship between psychological immunity and academic burnout. In contrast, psychological immunity positively correlated with career aspirations. Additionally, both positive thinking and emotional intelligence were predictors of career aspiration, whereas psychological flexibility and self-concept are predictors of academic burnout. There were significant gender differences in psychological immunity and career aspirations in favor of females, as well as differences in psychological immunity attributed to major (scientific- literary- specific) in favor of scientific specialization. Significant differences in academic burnout were attributed to gender in favor of males. However, no significant differences in career aspirations and academic burnout were attributed to major.