An examination of the relationship between teacher burnout and organizational design

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Michele A. Crews (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Sandra M. Powers

Abstract: The purpose of this study was to examine the relationship between teacher burnout and organizational design. To that end, the Maslach Burnout Inventory (BMI) and the organizational design survey (ods) developed by this researcher were completed by 306 teachers in northwestern North Carolina. Demographic differences among the respondents were compared on the MBI and the ods. The hypothesis that no relationship existed between teacher burnout and organizational design was rejected after factor analysis and canonical correlation analysis. The hypothesis that there was no difference in demographic subgroups when compared on the six MBI subscales was rejected. ANOVA performed to test this hypothesis resulted in significant differences on 7 of 13 demographic variables. Significant findings were these: Blacks experience less Emotional Exhaustion than Whites; Those in graduate schools reported more Personal Accomplishment than those not in school; Academic teachers experience more Depersonalization than vocational teachers; Those reporting salary dissatisfaction experience more Depersonalization and Emotional Exhaustion; Those who would not teach again experience more Depersonalization, Emotional Exhaustion, and less Personal Accomplishment.

Additional Information

Language: English
Date: 1983
Burn out (Psychology)
Teachers $x Psychology
Teachers $x Social conditions

Email this document to