TY - JOUR
T1 - Multilevel examination of burnout among high school staff
T2 - Importance of staff & school factors
AU - O'Brennan, Lindsey
AU - Pas, Elise
AU - Bradshaw, Catherine
N1 - Funding Information:
This work was funded in part by grants from the William T. Grant Foundation, U.S. Department of Education, and the Institute of Education Sciences (R305H150027) awarded to Catherine Bradshaw, and the National Institute of Mental Health (T32 MH019545-23) awarded to Philip Leaf. We would like to thank the Maryland State Department of Education and Sheppard Pratt Health System for their support of this research through the Maryland Safe and Supportive Schools Project.
Publisher Copyright:
©2017 by the National Association of School Psychologists.
PY - 2017/6
Y1 - 2017/6
N2 - 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.
AB - 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.
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U2 - 10.17105/SPR-2015-0019.V46-2
DO - 10.17105/SPR-2015-0019.V46-2
M3 - Article
AN - SCOPUS:85021053328
SN - 0279-6015
VL - 46
SP - 165
EP - 176
JO - School Psychology Review
JF - School Psychology Review
IS - 2
ER -