A test of a causal model of communication and burnout in the teaching profession

Abstract

The purpose of this investigation was to develop and test a causal model of the relationships among burnout, communication, and organizational stressors, and outcomes in the educational setting. Past studies of burnout have shown that the variables of overload, role conflict, and role ambiguity are associated with burnout, job satisfaction, and occupational commitment. Variables related to communication within schools mediate the burnout process, e.g., support from the principal and participation in decision making. The causal model developed in this paper indicates that teachers’ workload and support from their principal influenced role conflict and role ambiguity. These role stressors, in turn, influenced perceptions of burnout, job satisfaction, and occupational commitment.