Article Sidebar

Submitted
Nov 13, 2018
Published
Oct 31, 2018
Download
PDF
Statistic
Read Counter : 650 Download : 432

Main Article Content

Abstract

Previous studies have supported the conceptualization that burnout consists of three aspects: emotional exhaustion, depersonalization and reduced personal accomplishment. When the proposed structure of burnout was tested in several studies, these three aspects were confirmed. However, several researchers found that depersonalization consists of two factors rather than one. The first factor is related to the job, while the second factor is related to students. The original factor structure (3-factor model) and the revised structure were tested by few Arab researchers. Recently, the Maslach Burnout Inventory (MBI) has been introduced to the Omani educational setting. This study aimed to test the two structures of MBI with a representative sample of Omani teachers (N=2446). Confirmatory factor analysis (CFA) revealed that the 4-factor model was superior and more parsimonious (CFI = .919, RMSEA = .051) than the 3-factor model (CFI = .887, RMSEA = .059). Three of the four factors had a high reliability coefficient (emotional exhaustion, a = .87, personal accomplishment, a = .76, depersonalization-job, a = .79) while depersonalization of students had low reliability (a = .47). The latter seems to be culture specific.

Keywords

Burnout factorial validity reliability Omani teacher.

Article Details

References

  1. Abu-Hilal, M. (1995). Dimensionality of burnout: Testing for invariance across Jordanian and Emirati teachers. Psycho-logical Report, 77, 1367-1375.
  2. Abu-Hilal, M., & Al-Malki, H. (2014).Frame of reference and achievement across gender among Omani middle school stu-dents. International Journal of Psychological and Educational Assessment, 16(2), 81-99.
  3. Abu-Hilal, M., Aldhafri, S., Al-Bahrani, M., & Kamali, M. (2015). The Arab Culture and the Arab Self: Emphasis on Gender. In R. King& Allan Bernardo (Eds.). The psychology of Asian learners (pp. 125-138). Singapore: Springer.
  4. Abu-Hilal, M., & Al-Emadi, A. (2000). Factor structure and reliability of burnout among Emirati and Palestinian teachers. Psychological Reports, 87, 597-610.
  5. Abu-Hilal, M., & Salameh, K. (1992). Validity and reliability of the Maslach burnout inventory for non-Western teachers. Edu-cational and Psychological Measurement, 52, 161-169.
  6. Aluja, A., Blanch, A., & García, L.F. (2005). Dimensionality of the Maslach burnout inventory in school teachers: A study of several proposals. European Journal of Psychological Assessment, 21(1),67–76.
  7. Beck, C., & Garguilo, R. (1983). Burnout in teachers of retarded and nonretarded children. Journal of Educational Research, 76, 169-173.
  8. Borg, M. G. (1990). Occupational stress in British educational settings: A review. Educational Psychology, 10, 103-126.
  9. Borg, M. G., & Falzon J. M. (1989). Stress and job satisfaction among primary school teachers in Malta. Educational Review, 41, 271-279.
  10. Byrne, B. M. (1994) Burnout: Testing for va-lidity, replication, and invariance of causal structure across elementary, in-termediate and secondary teachers. American Educational Research Journal, 31, 645-673.
  11. Chan, D. W., & Hui, E. K. (1995) Burnout and coping among Chinese secondary school teachers in Hong Kong. British Journal of Educational Psychology, 65, 15-25.
  12. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Struc-tural Equation Modeling, 9, 233-255. DOI:10.1207/S15328007SEM0902_5
  13. Dawani, K., Kaylani, A., & Alayan, K. (1989). Levels of burnout among public school teachers in Jordan. Educational Journal, 5, 253-273.
  14. Denton, E., Chaplin, W. F., & Wall, M. (2013). Teacher burnout: A comparison of two cultures using confirmatory factor and item response models. International Journal of Quantitative Research in Education, 1(2), 147-166.
  15. Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct val-idation. Measurement and Evaluation in Counseling and Development, 43, 121-149.DOI: 10.1177/0748175610373459
  16. Halbesleben, J. R., & Demerouti, E. (2005). The construct validity of an alternative measure of burnout: Investigating the English translation of the Oldenburg Burnout Inventory. Work and Stress, 19, 208-220.
  17. Hu, L. T., & Bentler, P. M. (1999). Cutoff cri-teria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. doi:
  18. 1080/10705519909540118
  19. Iwaniki, E. F., & Schwab, R. L. (1981). A cross validation study of the Maslach Burnout Inventory. Educational and Psychological Measurement, 41, 1167-1174.
  20. John, G. J. (2007). An exploratory study of the prevalence and nature of burnout among public primary and secondary qualified school teachers in Saint Lucia. (Unpublished master thesis, Trinity Western University).
  21. Kobasa, S. C. (1979). Stressful life events, personality, and health: An inquiry into hardiness. Journal of Personality and Social Psychology, 37, 1-11.
  22. Kobasa, S. C. (1982). Commitment and cop-ing in stress resistance among lawyers. Journal of Personality and Social Psychology, 42, 707-717.
  23. Maslach, C., & Jackson, S. (1981). The meas-urement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
  24. Pierce, C. M., & Molloy, G. N. (1990). Psy-chological and biographical differences between secondary school teachers expe-riencing high and low levels of burnout. BritishJournal of Educational Psychology, 60, 37-51.
  25. Richardsen, A. M., & Martinussen, M. (2005). Factorial validity and consistency of the MBI-GS across occupational groups in Norway. International Journal of Stress Management, 12(3), 289–297.
  26. Schaufeli, W. B., Bakker, A. B., Hoognuin, K., Schaap, C., & Kladler, A. (2001). On the clinical validity of the Maslach Burnout Inventory and the burnout measure. Psychology and Health, 16, 565-582.
  27. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. doi:10.1016/j.tate.2009.11.00
  28. Starnman, S. M., & Miller, K. I. (1992). A test of causal model of communication and burnout in the teaching profession. Com-munication Education, 41, 40-53.
  29. Wheeler, D.L., Vassar, M., Worley, J.A., & Barnes, L.L.B. (2011) A reliability general-ization meta-analysis of coefficient alpha for the Maslach burnout inventory. Edu-cational and Psychological Measurement, 71(1), 231–244.
  30. Worley, J. A., Vassar, M. Wheeler, D. L., & Barnes, L. B. (2008). Factor structure of scores from the Maslach Burnout Inven-tory: A review and meta-analysis of 45 exploratory and confirmatory factor-analytic studies. Educational and Psycho-logical Measurement, 68, 797-823.doi: 10.1177/0013164408315268