The purpose of this investigation was to study the perceived levels of burnout of secondary school teachers in relation to the following independent variables: (a) age, (b) gender, and (c) years of experience. Additional items included identified supplemental job roles and/or responsibilities which are most often related to role conflict and role ambiguity. / The subjects for this study were a sample of secondary high school teachers in Leon County public schools including Godby, Leon, Lincoln, and Rickards. Data were obtained from 169 subjects, a 47% return rate. The total survey distribution effort resulted in a 36% (n = 92) response rate from single role teachers, a 79% (n = 34) response rate from dual role teacher/coaches, and 70% (n = 43) response rate from dual role teacher/others. Random interviews were conducted among several teachers for the purpose of gaining greater insight into subject response and/or non-response. / The instruments utilized were: (a) a Personal Data Sheet, (b) The Maslach Burnout Inventory (MBI), and (c) The Role Conflict and Role Ambiguity Scale. The MBI measured the perceived levels of burnout in three dimensions, emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The demographic information was obtained through the personal data sheet. The Role Conflict and Role Ambiguity Scale measured the perceived levels of role conflict and/or role ambiguity associated with the job responsibilities. To assess the level of burnout in secondary school teachers, an analysis of variance (ANOVA) was used. ANOVA was also used to determine the difference in burnout between male and female teachers. A Pearson Product Moment Correlation analyzed the relationships between the level of burnout and age, and years of experience. A regression analysis was utilized to determine the relationship between burnout and role conflict and/or role ambiguity. / Given the three dimensions of burnout, results indicated that emotional exhaustion is present in moderate levels, but depersonalization and feelings of lack of personal accomplishment were low among the secondary teachers, regardless of the dual role assignments. There was no relationship found between burnout and the demographic variables: age, gender, and years of experience. Role conflict was inversely related to emotional exhaustion and depersonalization of secondary teachers with additional remunerated roles other than coaching. Role ambiguity did not effect the level burnout of secondary school teachers. / Recommendations are suggested for teachers, administrators, as well as for future research. These recommendations included an awareness of the feelings, conditions, and characteristics associated with occupational burnout; systematic evaluations of faculty; similar studies conducted earlier in the school year using different geographical areas and other levels of public schooling; instrumentation that allows for unrestricted subject response; and further investigation into the relationship between role conflict and burnout among dual role teachers. / Source: Dissertation Abstracts International, Volume: 55-09, Section: A, page: 2765. / Major Professor: Dewayne J. Johnson. / Thesis (Ph.D.)--The Florida State University, 1994.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77261 |
| Contributors | Sermon, Janet Mobley., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 184 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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