Burnout And Occupational Stressors In Educational Psychology.

Abstract

This study attempted to assess levels of stress and burnout amongst educational psychologists and to determine which employment factors were most strongly associated with burnout. This research surveyed 276 educational psychologists in the metropolitan Detroit area and took the form of a sample survey to answer two questions: (1) Are levels of burnout amongst educational psychologists comparable to levels reported in the literature for teachers, counselors and administrative personnel? (2) How do demographic, interpersonal and situational variables influence levels of burnout experienced by educational psychologists? Burnout levels were assessed with the Maslach Burnout Inventory (MBI). Demographic, interpersonal and situational variables were measured with the School Psychologist Stress Inventory (SPSI) developed during the present study. Ninety-five percent confidence limits for the MBI were calculated and compared with the other educational personnel. The technique of canonical correlation was utilized to assess the relationship between SPSI and MBI subscales. Question One results indicated: Low-moderate levels of burnout on the Emotional Exhaustion and Depersonalization Scales with high levels of burnout on the Personal Accomplishment Scale. Comparisons with educational personnel demonstrated: (1) Teachers possessed the highest levels of stress and burnout. (2) Administrators experienced relatively lower burnout and stress levels. (3) Counselors experienced stress and burnout in a qualitatively similar manner as the psychologists. Question Two Results on the SPSI showed burnout correlated most powerfully with the Rewards and Policy Scales. The Emotional Exhaustion Scale of the MBI established itself as the principal component of the composite criterion for burnout. Research findings suggested that a generalized poor self-image may be endemic in school psychologists, little affected by situational or demographic variables. The results suggested that the educational community must remediate levels of incongruence present amongst educational staff. The educational profession should consider various growth pathways, continuing education and career advancement seminars to bolster esteem. Establishment of joint activities with other mental health professionals might also enhance the psychologist's image with these professionals and elevate sense of personal accomplishment. The school psychologist functions in a complex environment. The incongruence inherent in role perceptions suggests future research would be useful to determine levels of restructuring needed.