متلازمة ما قبل الحيض وعلاقتها بالاحتراق النفسي لدى معلمات الطور الابتدائي : دراسة ميدانية بخمس مدارس ابتدائية بولاية عين تموشنت

Abstract

Premenstrual Syndrome and Its Relationship with Burnout Among Primary School Teachers"" This study stems from the observation that female teachers — particularly at the primary school level and in the Wilaya of Aïn Témouchent — often endure recurring professional and psychological stress, which may be exacerbated by the biological and psychological changes associated with the menstrual cycle, especially Premenstrual Syndrome (PMS). The study seeks to assess the levels of both PMS and burnout among primary school teachers, explore the potential correlation between them, and examine the impact of certain demographic variables (marital status, years of professional experience) on both PMS and burnout. To achieve these aims, we adopted a descriptive methodology, using an accidental sample of 65 female teachers from five primary schools in the Wilaya of Aïn Témouchent. The tools employed were the Premenstrual Syndrome Scale developed by Naghm Hadi Hussein (2019) and the Maslach Burnout Inventory (1981) as translated by Al-Battal (2001). Statistical data analysis using SPSS version 20 revealed a high level of PMS among the participants, particularly in its psychological and behavioral dimensions. In contrast, the level of burnout was generally low across all dimensions, which may reflect the presence of effective coping mechanisms within the sample. The study also found a statistically significant correlation between PMS and burnout: an increase in PMS symptoms was associated with a rise in burnout levels, even though the latter remained within a low range. No significant differences were found based on marital status or years of professional experience. These results suggest that the psychosomatic experience of teachers during the premenstrual phase can negatively affect their emotional and professional balance, potentially acting as a silent trigger for burnout. Furthermore, the findings emphasize that individual biological and psychological factors have a greater influence than demographic variables in the emergence of such symptoms. Accordingly, the study calls for the implementation of preventive and training approaches in educational institutions, with a focus on supporting the mental health of female teachers and acknowledging their psychological particularities — especially during the sensitive premenstrual period — in order to promote both professional well-being and teaching quality.