Showing papers on "Emotional exhaustion published in 1984"

Teacher Motivation and its Relationship to Burnout

Abstract: This study utilized stepwise multiple regression analysis to examine the relationship between motivational factors and teacher perceived burnout when controlling for the background variables of age, sex, level of teaching, and years of teaching experience. Motivational factors consisted of teacher perceived security, social, esteem, autonomy, and self-actualization need deficiencies. Teacher perceived burnout was examined in terms of the frequency and intensity of emotional exhaustion, depersonalization, and reduced personal accomplishment. Generally, the higher level self-actualization and esteem need deficiencies explained a significant amount of the variance in burnout among teachers.

Gender Differences in Perceived Burnout of College Coaches

Abstract: A study was undertaken to assess the level of perceived burnout in college athletic coaches, and to determine whether male coaches differed from female coaches in level of burnout. Burnout was measured with the Maslach Burnout Inventory, a self-report rating scale that provides three subscores: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Subjects were NCAA and AIAW Division I college head coaches (138 male and 93 female coaches). The sexes differed on both the emotional exhaustion and the personal accomplishment subscales, in terms of both frequency of response and intensity of response. Female coaches reported significantly higher levels of emotional exhaustion and significantly lower levels of personal accomplishment than male coaches. The largest gender difference on the frequency dimension was for the item, “ I feel frustrated by my job.” For the intensity dimension, the largest difference was for the item “I feel burned out from my work.” Possible explanations for the gender...

The effects of emotional support on perceived job stress and strain.

Abstract: This article uses a national sample of social workers to examine the relationship between work stress, strain, and emotional support. These results indicate negative associations between support and perceived stress and strain. The authors, however, found no evidence for the buffering effects of emotional support. The authors discuss the implications of these findings.

Burnout and self-actualization in public school teachers

Abstract: Public school teachers (N = 211) in six northwestern Ohio school districts completed the Maslach Burnout Inventory (MBI), Shostrom's Personal Orientation Inventory (POI), and a brief, biographic questionnaire. The responses to the MBI produced the three factors previously named by Maslach as Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Each of the three scales correlated with the summed POI score (r = -.28, -.22, and .35, respectively) and produced high to moderate levels of internal consistency (alphas of .92, .85, and .88, respectively). Teachers with more students tended to produce higher scores on the Depersonalization scale.

Toward a differentiated view of burnout: personal and organizational mediators of job satisfaction and stress.

Abstract: This study examined the relationships between the characteristics of the human service work environment, workers' attitudes towards their jobs, and their reported attitudes and behaviors towards clients. The sample consisted of 168 workers employed in a range of human service programs in the Northeast. Job-enriching characteristics were found to be related to workers' levels of job involvement, job satisfaction, and personal accomplishment, but had little relationship to reported levels of emotional exhaustion. Job stressors were clearly associated with higher levels of emotional exhaustion, but were not related to levels of work involvement or accomplishment. Feedback from clients was central to determining the amount of accomplishment workers felt and their commitment to clients. By contrast, feedback from staff strongly related to workers' job satisfaction. Finally, higher levels of involvement with clients were associated with decreased resistance to the stresses of human service work while general job involvement was associated with increased resistance to such stress.

Organizational Variables Related to Stress and Burnout in Community-Based Programs.

Abstract: This study reports the results of a survey of 142 staff from eight community-based programs serving mentally retarded adults. Stress, Burnout, Needs Deficiencies, Role Conflict, and Role Ambiguity were assessed and their interrelationships determined. Then, certain personal I professional and organizational variables were entered into a multiple regression analysis in order to predict stress levels. Finally, these and the stress scores were entered into the explanatory model to predict burnout levels. All five organizational variables were evident in each of the eight programs, and were significantly interrelated in over two-thirds of them. Stress and Burnout were the most related to each other, Role Conflict and Burnout the least. After controlling the effect of background work variables, the variables Needs Deficiencies, Role Ambiguity, and Role Conflict accounted for 44.47c of the Stress construct. Stress, Role Ambiguity, and Needs Deficiencies accounted for 57.07c of the Burnout construct. Though Role Conflict was a small but significant predictor of Stress, it was not of Burnout. It has been speculated that working with men tally retarded individuals provides its own par ticular sources and manifestations of stress and burnout, a finding that has been established in public school personnel (Fimian, 1983a). Ad ditionally, high levels of role conflict or ambi guity and the degree to which certain needs go unmet on the job have been established as se riously detracting from special education teach ers' performance. Though these organizational variables have been investigated extensively in schools, little work has been conducted to date with respect to personnel in community-based settings—group homes and sheltered work shops. Also, though the variables of work stress, burnout, needs deficiencies, role conflict and role ambiguity have been correlated in research studies, no investigation has yet attempted to determine the relationships among all five. Are the variables role conflict, role ambiguity, and needs deficiencies related to stress and burnout? And can they adequately predict stress and burnout in group home and community work shop personnel who work with mentally retarded adults? Work stress occurs to most people at one time or another. Over the last few years an instrument has been developed to determine the extent of this on-the-job "wear and tear" experienced by those in the helping professions. This inventory, the Work Stress Scale (WSS), has been used to assess stress levels in teachers of the mentally retarded (Fimian, 1983b), the learning disabled (Fimian, McHardy, & Pierson, 1983), special ed ucation and gifted teachers (Fimian & Santoro, 1983; McHardy, 1982), and regular and special education teachers (Fimian, 1982; Zacherman, 1983). Burnout, the end result of long-term in tense or frequent bouts with stress has also been variably defined (Fimian, 1982). The most fre quent burnout model has been that defined by the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981), which has been used with public school personnel (Schwab, 1982; Ander son, 1980; Crane, 1981; Pierson & Archambault, 1982), and doctors, nurses, lawyers, and police men. The MBI assesses three burnout constructs: Emotional Exhaustion, Depersonalization, and a lack of Personal Accomplishment.2 ' This project was supported in part by the Mas sachusetts Department of Mental Health and in part of the Individual Service Plan Project conducted by Seaside Education Associates, Weston, MA, in con junction with Stress Research and Interventions As sociates, Holyoke, MA. Appreciation is extended to James E. McCormack for his support, and to Jeanie Fimian and Libby Winkler of Appalachian State Uni versity for their assistance in preparing the final ver sions of this manuscript. For additional information regarding the development and use of the Mtark Stress Scale, contact the investigator at the Depart ment of Special Education, Appalachian State Uni versity, Boone, NC. 2 In Maslach's and Jackson's original research, the items related to Personal Accomplishment are pre Stress and Burnout / 201 This content downloaded from 157.55.39.221 on Mon, 03 Oct 2016 05:27:05 UTC All use subject to http://about.jstor.org/terms Needs Deficiencies occur whenever key personal and professional needs are not met on the job. Collectively, unmet security needs, social needs, esteem needs, autonomy needs, and self-actual ization needs represent a global "Needs Defi ciency" related to one's position or profession. Based on human need and motivation concepts first proposed by Maslow (1954) and later op erationalized by Porter (1962), it has been de termined that unmet needs contribute to burn out levels in regular classroom teachers (An derson, 1980) and school support staff (Pierson & Archambault, 1982). Role Conflict occurs when the information that is available to the worker about his or her role is sufficient but conflicting. Incompatible de mands or expectations from two or more su pervisors, receiving assignments without the re sources to execute them, and having to buck rules or policies are each common Role Conflict situations (House & Rizzo, 1972; Rizzo, House, & Lirtzman, 1970). First proposed by Kahn, Wolfe, Quinn, Snoech, and Rosenthal (1964), Role Conflict has been related to stress and burnout in school support professionals (Pierson & Archambault, 1982), special education and gifted teachers (Crane, 1981; McHardy, 1982) and regular classroom teachers (Anderson, 1981; Schwab, 1981). Role Ambiguity, on the other hand, occurs when the individual has noncon flicting but insufficient information to adequately carry out his or her assigned responsibilities. It may be that he or she is unclear about particular responsibilities, or perhaps job goals have not been clearly articulated that would help the worker to associate today's activities with to morrow's outcomes (Rizzo, et al., 1970). Role Ambiguity has been significantly related to high stress or burnout levels in school support staff (Pierson & Archambault, 1982), special educa tion and gifted teachers (Crane, 1981; McHardy, 1982), and regular classroom teachers (Ander son, 1980; Schwab, 1981). Due to a number of recent class action court decisions and a strong deinstitutionalization phi losophy in Massachusetts, hundreds of service provider agencies have developed community based group home and workshop programs for severely mentally retarded adults. Accordingly, program definition and development, staff training, and the receipt of technical support have become priority concerns. Since little re search has been conducted employing organi zational variables with these community-based personnel, the purpose of this investigation was to determine the degree of the interrelationships, if any, among Stress, Burnout, Needs Deficien cies, Role Conflict, and Role Ambiguity variables in community-based programs. Is work-related Stress and Burnout related to unmet needs, con flicting roles, or ambiguous roles? Can these variables be used to predict stress and burnout levels, after controlling for certain personal and professional characteristics? These questions act as the focus for this study.

Factors of Emotional Exhaustion, Depersonalization, and Sense of Accomplishment Among Teachers of the Gifted

Abstract: A recent teacher poll (McGuire, 1979) revealed that one out of every three teachers surveyed would not choose teaching as a career if the decision were to be made again. Four out of ten teachers do not plan to remain in teaching until retirement, and the number of teachers with twenty or more years of experience has dropped by nearly half within the past 15 years. Over 75% of teachers questioned by Miller (1979) stated that their absences from school were fre-