Abstract:
The principal focus of this investigation was to add to the very limited body of
knowledge on stress and burnout among certificated school psychologists. The
objective of this study was to learn both the incidence of burnout and the relationship
between that incidence and selected demographic variables and supervisory support
among certificated school psychologists in Oregon.
A sample of 70 school psychologists responded to a three-part research
instrument consisting of a demographic data sheet, the Maslach Burnout Inventory,
and the Work Experience Scale (WES). The primary measuring instrument the MBI,
provided a measure of perceived burnout in terms of the level of burnout of
Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The Work
Experience Scale provided a measure of perceived level of supervisory support. School Psychologists were grouped according to the following demographic and
job-related variables:
1.Educational level.
2.Type of academic preparation.
3.Years of experience as a school psychologist.
4.Years of experience in special education.
5.Sex.
6.Income.
7.Years in present job.
8.Geographical work setting.
Correlations of coefficient were computed to determine the degree of
relationship between dependent burnout variables and significant independent
demographic variables. Means and standard deviation for the study population and
Maslach's sample population were performed to see if material differences exist
between these two populations. Analysis of variance techniques were used to compare
dependent burnout variables with selected independent demographic variables. The
Newman Kuels Multiple Comparison procedure was performed to determine if
statistical differences exist between geographical work settings. Multiple regression
techniques were used to identify the relationship between the dependent burnout
variables and all independent demographic variables.
Findings rejected the hypothesis that there was no significant relationship to
burnout level of depersonalization and income, the burnout level of emotional
exhaustion and years on the job, emotional exhaustion and income, emotional
exhaustion and supervisory support, emotional exhaustion and level of academic preparation, and level of personal accomplishment and work setting. All other
hypotheses were rejected, however, significant relationships were found between the
emotional exhaustion and depersonalization levels of burnout and selected
independent demographic variables. Additionally, mean scores for the burnout
subscales indicated moderate levels of burnout existed when respondent scoring
information were compared against normative data.
