Maslach Burnout Inventory-Educators Research Articles

Stress, burnout and resilience of teachers of students with emotional behavioural challenges

146 EBC teachers of the seven Social Development Schools were invited to complete the questionnaire. Five existing instruments were adapted to form the questionnaire: the Source of Teacher Stress Scale, the Maslach Burnout Inventory-Educator Scale, the Teachers’ Sense of Efficacy Scale, the Resilience Scale, and the Collective Teacher Self-efficacy Scale. The analysis of the questionnaire data began with the development of descriptive statistics and moved to multiple regression (path) analysis to ascertain the relations among stress, burnout and resilience. In-depth interviews were conducted with 11 of the 106 respondents who rated themselves as resilient and who volunteered to participate in semi-structured interviews. Transcripts of the interviews were analyzed to identify and detail the significant factors and actions involved in the teachers’ resilience to burnout. Results

Teachers’ Pedagogical Beliefs as Predictors of Teacher Burnout

The presented study examined the relationship between teachers’ pedagogical beliefs and their experience of burnout. Its participants were 230 schoolteachers from fourteen Slovenian primary schools. The Questionnaire of Teacher Pedagogical Beliefs and Maslach Burnout Inventory-Educators Survey were applied. The findings suggest pedagogical beliefs as predictors of teacher burnout dimensions. Teachers’ negative pedagogical beliefs about students’ behavior and discipline maintenance are related to a greater experience of emotional exhaustion whilst negative beliefs about teachers’ trust in students and the role and responsibility of the teacher are related to a greater experience of depersonalization and decreases in personal accomplishment.

The Effect of Gender, Education Level, and Marital Status on Iranian EFL Teachers’ Burnout Level

The aim of the current study was to survey the effect of gender, education level, and marital status of the EFL teachers on their burnout level in three syndromes of Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). The participants of this study were 250 (124male and 126female) English teachers of primary, secondary, high school, and university level. A demographic questionnaire and Maslach Burnout Inventory-Educator Survey (MBI-ES) was employed to collect the data concerning the three dimensions of emotional exhaustion, depersonalization, and reduced personal accomplishment. Descriptive statistics, one sample t-test and one way ANOVA were used in the data analysis process. The findings showed that there is no significant difference between male and female teachers and their burnout level as well as married and single teachers. Moreover, the findings showed that education level of teachers significantly influenced their burnout level in all three syndromes.

Relationship among Iranian EFL Teachers’ Emotional Intelligence, Reflectivity and Burnout

Few studies can be found which have directly addressed the issue of burn-out by considering the influence of teachers’ coping resources such as emotional intelligence and reflectivity especially in an EFL context. Therefore, in order to bridge this gap, the present study was conducted to investigate the relationship among teachers’ burnout, emotional intelligence, and reflectivity with a sample of 125 Iranian EFL teachers from several private language institutes in Kurdistan and Hamedan. Moreover, differences in the teachers’ burnout, emotional intelligence, and reflectivity scores were examined with respect to teachers’ teaching experiences. To answer the research questions, the Maslach Burnout Inventory-Educators Survey, Teacher Reflectivity Questionnaire, and Bar-On EQ-I Scale were used and Pearson Product-Moment Correlation, Multiple Regression and MANOVA analyses were utilized. The findings showed that emotional intelligence and reflectivity were reversely correlated with burnout, and they could both predict the level of burnout. The results of the study also revealed that there were significant differences between teachers’ level of emotional intelligence with respect to their teaching experience. However, no significant differences were found between teachers’ burnout and reflectivity with respect to their teaching experience. Implications of the study are discussed in details in the paper.

Correlations between Perfectionism, Stress, Psychopathological Symptoms and Burnout in the Medical Field

The burnout syndrome among the medical professionals negatively affects not only the individual and the organization, but also the patients. Most of the times, burnout represents a reaction to stress.The aim of this study was to analyze the correlations between perfectionism, perceived stress, burnout and psychopathological symptoms in medical personnel (N = 72, Mage = 40.3; SD = 9.24) from a private hospital from Bucharest. The measures that we used were Perfectionism Inventory (Hill et al., 2004), Perceived Stress Scale (PSS-10; Cohen et al., 1983), Maslach Burnout Inventory-Educators Survey (MBI-ES, Maslach & Jackson,1986) and The Symptom Checklist (SCL-90-R; Derogatis, 1983). The obtained results were presented according to participants’ profession, on two levels of analysis: doctors versus nurses. Overall, our study indicated the fact that the associations between perfectionism tendencies, perceived stress, burnout and psychopathological symptoms in medical employees were positively and statistically significant. Also, the level of stress perceived by nurses was highly correlated with somatization and hostility symptoms, while stress perceived by doctors was weakly associated with sensitivity and depression symptoms.

A Typology of Burnout Among Korean Teachers

The current study aims to identify a typology of burnout in Korean school teachers and also examines the discriminant variables that contribute to burnout group’s differences. A total of 345 Korean school teachers in middle and high school participated in this study. Each participant filled out a Korean version of the Maslach Burnout Inventory–Educator Survey and Mini-Markers, which is a simplified version of the Goldberg Unipolar big-five questionnaire. First, cluster analysis was performed to identify the types of Korean teacher burnout using the SPSS software. Three types of burnout were identified among the Korean teachers, these being; (a) the “Laissez-Faire” teacher, (b) the “Well-Adjusted” teachers, and (c) the “Distressed” teachers. Next, descriptive discriminant analysis was performed to examine the discriminant variables differentiating the burnout groups. The results indicated that the “Well-Adjusted” group of teachers obtained higher scores on particular factors, such as extraversion, conscientiousness, and agreeableness than the “Laissez-faire” group and the “Distressed” group of teachers. In addition, the “Distressed” group of teachers obtained lower scores on the emotional stability factor than the “Well-Adjusted” group as well as the “Laissez-Faire” group of teachers. We conclude our study with both the implications and a few notes about the limitations.

Cognitive appraisal as a mediator in the relationship between stress and burnout

The relation between job stressors and burnout is well established in the literature. However, the mechanisms behind this relationship are still not clear. This study has the main goal of analysing the mediating role of cognitive appraisal in the relation between occupational stress and burnout. Cognitive appraisals comprise primary appraisals, which are of the significance of a situation to the individual, and secondary appraisals, which involve evaluating the individual's ability to cope with stressors. To test the relationship between appraisals, stress and burnout, structural equation modelling was used in a sample of academic teaching staff (N = 333) working at a public university in Portugal. The participants completed a survey with measures that included their level of stress, cognitive appraisals of aspects of their work, and the Maslach Burnout Inventory–Educators Survey. The results indicated perceptions of distinct sources of stress on their work activity and a relation between stress, cognitive appraisal and burnout. Most importantly, the results showed that primary and secondary cognitive appraisals partially mediated the relationship between occupational stress and burnout at work, making the relationship between these variables a promising underlying mechanism for explaining responses to work-related stress.

SAT0436 Chronic widespread pain (CWP) and its association with burnout among female primary school teachers in southern province of sri lanka

BackgroundMusculoskeletal problems and mental health problems are the commonest occupational health problems in the world today. Chronic musculoskeletal problems were found to be highly prevalent among female teachers and this...

A Longitudinal Analysis of Burnout in Middle and High School Korean Teachers

This study examines longitudinal relationships among three burnout dimensions in middle and high school teachers. For this study, 419 middle and high school teachers participated in a panel survey, which was conducted in three waves. Using Amos 7.0, we performed autoregressive cross-lagged modeling to obtain a complete picture of the longitudinal relationships among the three factors of the Maslach Burnout Inventory-Educator Survey. Results indicated that the paths from emotional exhaustion at Time1 and Time2 to depersonalization at Time2 and Time3 were statistically significant. In addition, the paths from personal accomplishment at Time1 and Time2 to depersonalization at Time2 and Time3 were also statistically significant. Empirically identifying the process by which burnout occurs could help practitioners and policy makers to design burnout prevention strategies.

The Relationship between Burnout and Trait Emotional Intelligence among Secondary School Teachers in Malaysia

This study investigated the relationship between Burnout and Trait Emotional Intelligence (TEI) among 30 secondary school teachers in Malaysia. The participants were administered the Maslach Burnout Inventory-Educator's Survey (MBI-ES) which breaks burnout into three subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). The TEIQue-SF self report questionnaire was also used to elicit information on the respondents’ EI. Descriptive Statistics, including mean and standard deviation, was used to analyze the data. Pearson Correlation Analysis was also used to analyze the correlation between the teachers’ Burnout and TEI scores. Guilford’s (1973) Rule of Thumb was used to determine the strength of the relationship. The results showed significant correlation only between Depersonalization (DP) and TEI. Implications of the study are discussed, and suggestions are given for further research.

Language Teachers’ Burnout and Gender

The purpose of this study was to investigate the effect of gender on the three burnout dimensions; emotional exhaustion (EE), depersonalization (DP) and personal accomplishment (PA) among English language teachers in Malaysia. This study was a quantitative survey study. The Maslach Burnout Inventory-Educators Survey (MBI-ES) (Maslach, Jackson, & Schwab, 1986) was used to collect the data to determine the burnout levels of the teachers with respect to its three dimensions. These Data was collected from 28 English language teachers (50% female). Descriptive and inferential statistics including frequency, percentage, means, standard deviations, and t-test were used in the analysis. The results showed that gender was not a predictor of burnout in this sample. The study can have useful implications for educational administrators who deal with language teachers.

Examination of Work Environment Factors Relating to Burnout Syndrome of Early Childhood Educators in Greece

Early childhood education is a profession which requires the professional staff to spend considerable time in intense involvement with other people. The pressure from the demands this profession has can create a sense of physical and emotional exhaustion that often leads to burnout. Thus, previous research has linked perceptions of the work environment to burnout. Despite the fact that burnout was identified as a serious concern in the childcare profession over 20 years ago, limited research has been undertaken into the field of burnout in early childhood educators in Greece. The present study, employing the Maslach Burnout Inventory–Educators Survey and the Parents and Staff subscale of the Environment Rating Scale Self-assessment Readiness Checklist, aims to examine whether there is correlation between the levels of burnout reported by Greek early childhood educators and the level to which the setting meets their needs. Research data suggest that the subscales predict one another whereas only partial correlations were found among the “Emotional Exhaustion” and “Depersonalization” subscales and the ratings in the Parents and Staff subscale.

Toward a Reappraisal of the Bonds between Emotional Intelligence and Burnout

Though several researchers have thus far attempted to address the viable relationship between EI and burnout, it seems that few have approached the notion of burnout by considering the influence of teachers’ coping resources such as EI especially in an EFL context. Thus, in an attempt to bridge this gap, the present study sought to explore the association between burnout and EI in a sample of 75 high school EFL teachers in West Azerbaijan. Successive to the administration of Maslach Burnout Inventory-Educators Survey (Maslach, Jackson, & Leiter, 1996) and Bar-On’s EQ-i (1997a, b), the data were analyzed through running Pearson Product-Moment Correlations, Regression analyses and Independent-Samples t-tests. The findings showed that EI was reversely correlated with burnout, and it could be a potent predictor of burnout. Also, in line with the gained upshots age and teaching experience were positively correlated with EI and reversely correlated with teacher burnout. Finally, significant differences among teachers’ burnout (but not their EI) were found with respect to gender.

Burnout Among Female Teachers In Malaysia

This study is an attempt to survey the burnout level of female teachers in Malaysia and determine the likely factors that are associated with this phenomenon. The subjects of the study were 437 female teachers from primary, secondary, and tertiary levels. A demographic questionnaire was used to collect the data regarding the individual characteristics (e.g., marital status, number of children, age, and teaching experience) and organizational factors (e.g., teaching level and workload). The Maslach Burnout Inventory-Educator Survey (MBI-ES) (Maslach, Jackson, & Schwab, 1986) was also employed to collect the data concerning the burnout levels of the teachers in the three dimensions of emotional exhaustion, depersonalization, and reduced personal accomplishment. Descriptive and univariate statistics were used in the data analysis. It was found that the number of children, level of teaching, age, and years of teaching experience were significant indicators of burnout among the female teachers, while marital status and workload were not significantly related to their burnout syndrome. The implications and recommendations are also presented.

A Study of Job Burnout among University Teachers

This study investigated the levels of job burnout among 300 university teachers including Lecturers, Readers and Professors. Using Maslach Burnout Inventory-Educator's Survey, the results indicated that lecturers have high level of emotional exhaustion and are found to be significantly different on emotional exhaustion from professors and readers. Readers show less emotional exhaustion as compared to lecturers but high emotional exhaustion as compared to professors. Readers are not found to be significantly different from professors. The three groups are not found to be significantly different on depersonalisation and personal accomplishment.

Exploring burnout among university online instructors: An initial investigation

Burnout has been identified as a significant issue among those in instructional positions. The purpose of the present research was to identify and describe the status of burnout among higher education online instructors. The population for this study included responses of 76 online instructors employed by baccalaureate granting institutions within the United States. A demographic survey and the Maslach Burnout Inventory-Educators Survey (MBI-ES) were used to collect data from respondents. Data analysis revealed online instructors possessed an average score on the emotional exhaustion subscale, high degree of depersonalization, and low degree of personal accomplishment.

Factor structure and psychometric properties of the Maslach Burnout Inventory-Educators Survey among elementary and secondary school teachers in Cyprus

Burnout is described as a syndrome of emotional exhaustion, depersonalization and reduced personal accomplishment that can occur among individuals who work with other people in some capacity. The present research examines the psychometric properties and factor structure of Maslach, Jackson and Leiter's (1996) educators' burnout measure, the Maslach Burnout Inventory-Educators Survey (MBI-ES), in a sample of 771 Greek Cypriot teachers. Results, using exploratory and confirmatory factor analytic techniques, support the three factor structure of the construct which was tested against alternative models. Other psychometric qualities are also very satisfactory. Findings are compared to the published normative data for the MBI. Female teachers appear more emotionally exhausted than their male counterparts. Primary school teachers scored higher on emotional exhaustion, but depersonalization was higher among secondary school teachers. Overall, the results suggest that the Greek MBI represents a valid and reliable adaptation of the instrument, which can be confidently used to measure burnout. Copyright © 2006 John Wiley & Sons, Ltd.

Nurse educators’ workplace empowerment, burnout, and job satisfaction: testing Kanter's theory

Empowerment has become an increasingly important factor in determining college nurse educator burnout, work satisfaction and performance in current restructured college nursing programmes in Canada. This paper reports a study to test a theoretical model specifying relationships among structural empowerment, burnout and work satisfaction. A descriptive correlational survey design was used to test the model in a sample of 89 Canadian full-time college nurse educators employed in Canadian community colleges. The instruments used were the Conditions of Work Effectiveness Questionnaire, Job Activities Scale, Organizational Relationship Scale, Maslach Burnout Inventory Educator Survey and Global Job Satisfaction Questionnaire. College nurse educators reported moderate levels of empowerment in their workplaces as well as moderate levels of burnout and job satisfaction. Empowerment was significantly related to all burnout dimensions, most strongly to emotional exhaustion (r = -0.50) and depersonalization (r = -0.41). Emotional exhaustion was strongly negatively related to access to resources (r = -0.481, P = 0.0001) and support (r = -0.439, P = 0.0001). Multiple regression analysis revealed that 60% of the variance in perceptions of job satisfaction was explained by high levels of empowerment and low levels of emotional exhaustion [R(2) = 0.596, F (1, 86) = 25.01, P = 0.0001]. While both were significant predictors of perceived job satisfaction, empowerment was the stronger of the two (beta = 0.49). The results provide support for Kanter's organizational empowerment theory in the Canadian college nurse educator population. Higher levels of empowerment were associated with lower levels of burnout and greater work satisfaction. These findings have important implications for nurse education administrators.

Burnout Among Special Education Teachers in Self-Contained Cross-Categorical Classrooms

This study examined degrees of burnout and the impact of three separate classroom conditions: the number of heterogeneous disability categories, caseload size, and the proportion of students with emotional impairments to the total class composition, among seventy-seven full-time special education teachers, with endorsements to teach students with learning disabilities, assigned to self-contained classrooms at the intermediatelmiddle school level in Michigan. This study simultaneously accounted for background and organizational variables reported to influence teacher stress, burnout, and attrition. The Maslach Burnout Inventory Educators Survey (1996), measured degrees of burnout based on Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The Student Diversity and Organizational Satisfaction Survey identified participant background variables and satisfaction with organizational factors. Results indicated that neither the number of heterogeneous disability categories nor students per caseload were statistically significant to degrees of burnout. As the proportion of emotionally impaired students increased, the degree of depersonalization was significant. Dissatisfaction with special education university programs, professional development opportunities, and social support networks had statistical relevance to increasing degrees of burnout.