The influence of role-related stressors on educator burnout.

Abstract

This study examined the relationship between select role-related stressors, as measured by the Teacher Stress Measure, as well as the background variables of gender, years of experience as aspects of educator burnout, as measured by the Maslach Burnout Inventory (MBI). From a sample of 104 educators from schools in the Pietermaritzburg region, it was found that burnout is exhibited largely through feelings of emotional exhaustion, depersonalization and lack of personal accomplishment. While both males and females appear to be affected similarly, the less experienced educators appeared to be more susceptible to burnout than their more experienced counterparts. This study also indicated that stressors such as redeployment, promotion and salary correlated with burnout, although not significantly. Learner pressures, lack of support and recognition, poor interpersonal relationships, role ambiguity, role conflict, lack of decision-making and role insufficiency (which encapsulates the issue of Outcomes Based Education) were found to have a significant influence on educator burnout.