Multilevel Examination of Burnout among High School Staff: Importance of Staff and School Factors

National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: [email protected]; Web site: http://www.nasponline.org/publications/

Y

12

Institute of Education Sciences (ED)
National Institute of Mental Health (DHHS/NIH)

R305H150027
T32MH01954523

Teacher Burnout; High Schools; Secondary School Teachers; Teacher Characteristics; Self Efficacy; Teaching Conditions; Paraprofessional School Personnel; School Safety; Correlation; Burnout; School Personnel; Surveys; Environmental Influences; Rural Schools; Suburban Schools; Urban Schools; Positive Behavior Supports; Poverty; Teacher Student Ratio; Suspension; Student Mobility; Likert Scales; Hierarchical Linear Modeling

0279-6015

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.

As Provided

67

Yes

2017

EJ1156208