![]() ![]() This research could be further developed by using a sequential design in order to identify specific patterns that may precede the onset of teacher burnout. OBJECTIVE To assess the factorial validity and internal consistency of the Maslach Burnout Inventory (MBI-HSS). It is therefore clear that teacher burnout is affected most significantly by the environments that the teachers are placed in, rather than intrinsic factors that teachers possess. The results show that the MBI-HSS offers factorial validity and its scales present internal consistency to evaluate the quality of working life for Spanish professionals. This may have resulted as teachers in private schools usually have greater leverage on what they teach and how it delivered. Also, teachers from public/government schools had significantly higher Emotional Exhaustion than their private SDA school teacher counterparts. When teachers felt supported, they appeared to do better at their jobs. Schools with school cultures that had more bureaucratic policies within their administration and offered little to no support to their teachers were found to have teachers with significantly higher teacher burnout. Within the organizational factors, School Culture had the greatest impact on teacher burnout. In addition, it was found that organizational factors when compared with individual and transactional factors had the greatest effect on teacher burnout. However, no differences between Gender were found for teacher burnout. The findings indicated that when each variable is independently assessed with teacher burnout significant differences exist in teacher burnout between Teaching Experience, Nationality, School Type, School Culture, Technology Use, Emotional Intelligence and Teacher Self-Efficacy. ![]() Research Questions were evaluated using MANOVA, ANOVA, regression analysis, and Pearson’s correlation. To explore the depth of this research the Maslach Burnout Inventory-Educators Survey (MBI-ES), Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF), School Culture Scale (SCS) and Teacher’s Sense of Efficacy Scale-Short form (TSES-SF) were used to collect data. Voluntary participation was requested from elementary and high school teachers from Trinidad and Tobago and Michigan, USA via multiple online platforms. This was most prevalent with School Type and Teaching Experience where School Culture seems to serve a mediating role with burnout.Ī cross-sectional design was used for this study. The literature highlighted the fact that individual, organizational and transactional factors all affect each other in the process of burnout. The aim of this study was to investigate teacher burnout and its interactions with individual factors (Gender, Years of Experience, Emotional Intelligence, Nationality), organizational factors (School Type, School Culture), and transactional factors (Technology Use, Teacher Self-Efficacy) for teachers in Trinidad and Tobago and the state of Michigan in the United States. It is represented as a stressful experience that is rooted in a person’s own interpretation of social relationships and needs. Burnout as described by Maslach and Leiter (2007) is a syndrome involving psychological processes that result from Emotional Exhaustion, Depersonalization and diminished Personal Accomplishment in the workplace. ![]()
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