Role stress and perceived intensity of burnout among school psychologists

Abstract

This study investigated the relationship between role stress and perceived intensity of burnout for 209 school psychologists. It also investigated differences in role stress and burnout for school psychologists and four other educator groups (i.e., classroom teachers, school social workers, guidance counselors, and reading specialists). Concerning the three measures of burnout, school psychologists reported midrange perceptions of burnout along the Emotional Exhaustion and Personal Accomplishment dimensions and the second lowest level of burnout for Depersonalization, the second aspect of burnout. School psychologists also reported the second highest level of Role Conflict and the highest level of Role Ambiguity compared to other teacher groups. Findings also indicated that the components of role stress are significant predictors of the three aspects of burnout. Implications of these findings and suggestions for further research are offered.