Multilevel examination of burnout among high school staff: Importance of staff & school factors

Lindsey O'Brennan, Elise Pas, Catherine Bradshaw

Research output: Contribution to journalArticlepeer-review

Abstract

Previous studies have linked teacher burnout with job performance, satisfaction, and retention; however, there has been limited exploration of potential individual and school contextual factors that may influence burnout. The current study examined high school staff members' reports of burnout as they relate to staff demographics and perceptions of self-efficacy and connectedness, as well as school-level contextual variables (e.g., suspension rate and urbanicity). Data were collected from 3,225 high school staff (e.g., teachers and paraprofessionals) in 58 high schools (grades 9-12) across Maryland. Multilevel analyses indicated that perceptions of connectedness, safety, and self-efficacy as well as staff demographics were significantly related to experiences of work-related burnout. At the school level, only school-wide suspension rates were significantly related to higher burnout. These findings highlight the importance of staff perceptions of the school context as factors that can potentially promote or diminish professional burnout among high school staff.

Original languageEnglish (US)
Pages (from-to)165-176
Number of pages12
JournalSchool Psychology Review
Volume46
Issue number2
DOIs
StatePublished - Jun 2017

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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