Literaturnachweis - Detailanzeige
| Autor/inn/en | Gmelch, Walter H.; und weitere |
|---|---|
| Titel | The Impact of Personal, Professional, and Organizational Characteristics on Administrator Burnout. |
| Quelle | (1994), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Role; Burnout; Coping; Elementary Secondary Education; Emotional Response; Job Satisfaction; Morale; Multiple Regression Analysis; Principals; Public Schools; Quality of Working Life; Stress Variables; Superintendents |
| Abstract | This paper presents findings of a study that: (1) identified the most salient organization, personal, and professional factors contributing to administrator burnout; and (2) determined the relationship among these variables to each of the three dimensions of burnout. Data were obtained from a survey of 1,000 school administrators--169 elementary principals, 149 junior high/middle principals, 177 high school principals, and 161 superintendents--which produced 656 usable returns. Three subscales of the Maslach Burnout Inventory (MBI) were used to measure three dependent variables--emotional exhaustion, depersonalization, and personal accomplishment. Multiple regression analysis was used to examine the relationships with the following independent variables: administrator characteristics, and factors of social support, stress, coping, and personality. Findings indicate that emotional exhaustion was the central construct, which was most responsive to variables of job intensity (time, stress, and conflict) and positively associated with job satisfaction and effective coping. The study is unique in that it used multiple regression analysis to determine burnout's most salient influences. Little variance for depersonalization was explained by the independent variables; however, role ambiguity revealed the greatest variance in both cases. Therefore, different strategies are needed to address the separate dimensions of burnout. Strategies should address the need for moderating administrator time and intensity and providing clear role direction. Two tables are included. Contains 41 references. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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