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THE INCIDENCE OF AND INFLUENCES ON STRESS AND BURNOUT IN SECONDARY SCHOOL TEACHERS
Author(s) -
CAPEL SUSAN A.
Publication year - 1987
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1987.tb00857.x
Subject(s) - burnout , psychology , emotional exhaustion , locus of control , ambiguity , role conflict , clinical psychology , developmental psychology , social psychology , linguistics , philosophy
S ummary . This study investigated the relationship with stress and burnout of eight selected psychological, organisational and demographic variables in secondary school teachers. Teachers (N = 78) from four secondary schools completed self report measures of stress, burnout, role conflict, role ambiguity, locus of control, and organisational and demographic variables. Regression and follow‐up canonical correlation analyses indicated that six of the eight selected variables were significantly related to stress, total burnout, frequency and intensity of burnout, emotional exhaustion, depersonalisation and personal accomplishment subscales. Role ambiguity and locus of control explained most variance on stress and all burnout scales except burnout intensity and emotional exhaustion, which were best explained by number of years teaching experience. Overall, however, stress and burnout levels were found to be low. Theoretical implications of the study include identifying whether levels of stress and burnout increase during the course of the school year, and identifying variables which can be included in other studies. Practical implications of how to overcome factors leading to stress and burnout as identified in this study are also discussed.