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A national survey of burnout among school psychologists
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A national survey of burnout among school psychologists Psychology in the Schools Volume ZS, January I988 A NATIONAL SURVEY OF BURNOUT AMONG SCHOOL PSYCHOLOGISTS’ THOMAS J . HUBERTY E. SCOTT HUEBNER Indiana University Western Illinois University The purpose of this study was to investigate the correlates of burnout in a national sample of school psychologists. A stress questionnaire, demographic information sheet, and Maslach Burnout Inventory were mailed to 600 randomly selected me
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Psychology
in
the
Schools
Volume
ZS,
January
I988
A NATIONAL SURVEY OF BURNOUT AMONG SCHOOL PSYCHOLOGISTS’
THOMAS
J.
HUBERTY E. SCOTT HUEBNER
Indiana University Western Illinois University
The purpose of this study was
to
investigate the correlates of burnout in a national
sample of school psychologists.
A
stress questionnaire, demographic information sheet,
and Maslach Burnout Inventory were mailed to 600 randomly selected members of
the National Association of School Psychologists.
A
total
of
234 practitioners com-
prised the final sample. The results indicated that burnout was related to demographic
(e.g., age), environmental (e.g., role definitions), and professional activity (e.g., role
diversity) variables. Implications for the field of school psychology and future research
are discussed.
Burnout can be an important problem among a variety of helping professionals
(Maslach, 1982). Freudenberger (1975) initially described burnout as the emotional and
physical exhaustion of human service workers in alternative health care agencies. Em-
pirical work by Maslach and Jackson (1981a) further elaborated the construct to in-
clude three components. First, burnout involves emotional exhaustion, in which pro-
fessionals report feelings
of
being exhausted and overwhelmed with work demands.
Second, burnout includes depersonalization, in which impersonal attitudes develop
toward clients. Burned out professionals become indifferent in their responses to their
clients. A frequent result is “blaming the victim,” that is, blaming the clients for their
own difficulties. The third component is
a
reduced sense of personal accomplishment,
which is displayed in feelings of being incompetent to help their clients. Given this defini-
tion, it should be noted that burnout and job dissatisfaction are not synonymous,
although they do overlap. Burnout represents a broader, more inclusive construct. In
fact, “high levels of job satisfaction can coexist with high levels
of
stress and burnout”
(Farber, 1983, p.9).
Profesionals who burn out thus lack the emotional resources to provide effective
services, although some burnout victims may work harder and longer hours in a
misdirected effort to combat feeling overwhelmed. The effects
of
burnout range from
exhaustion and detachment to disorientation, physical complaints, anxiety, depression,
and substance abuse (Huebner
&
Huberty, 1984; Reiner
&
Hartshorne, 1982). In short,
the debilitating effects
of
burnout can have far-reaching effects on the quality of ser-
vices provided to clients. Burnout could thus be an especially serious problem for school
psychologists, who provide direct and indirect services to a wide array
of
clients and
who show high stress levels (Wise, 1985) and turnover rates in some settings (Hughes,
1986; Solly
&
Hohenshil, 1986; Vensel, 1981).
While there is evidence to suggest that various helping professionals can show
characteristics of burnout (Maslach
&
Jackson, 1982), there has been a paucity of research
concerning burnout (as contrasted with job satisfaction) among school psychologists.
A review of the literature yielded only one study
of
burnout among school psychologists
(Reiner
&
Hartshorne, 1982). These researchers asked 43 Kansas school psychologists
to complete Freudenberger’s (1980) Burnout Questionnaire, and found that the par-
Correspondence should be addressed to
E.
Scott Huebner, Dept. of Psychology, Western Illinois University,
Macomb, IL 61455.
‘This research was funded in Dart bv
U.S.
Deuartment of Education Grant GOO8200313 awarded to Jack
A.
Cummings and James McLeskey
of
Indiana University.
54
Burnout
55
ticipants’ age and years
of
experience were not related to their burnout scores. The Burn-
out Questionnaire had not been shown to have adequate reliability and validity, however,
which limited the generalizability of the results. The purpose of the present study was
to survey
a
more heterogeneous sample of school psychologists to further investigate
the correlates of burnout, using a technically adequate measure
of
burnout.
METHOD
Subjects
Six
hundred school psychologists were randomly selected from the National Associa-
tion of School Psychologists (NASP) membership directory. Each psychologist was
mailed a cover letter requesting anonymous participation in the study, a stress ques-
tionnaire, and the Maslach Burnout Inventory (MBI) (Maslach
&
Jackson, 1981b). Ap-
proximately one month later, a second request was sent to those who failed to respond
to the first mailing.
A
total of 299 (49.8%) returned usable forms. For the purposes
of the study, only school psychologists who identified themselves as school-based prac-
titioners (vs. administrators, trainers, and school psychologists employed in nonschool
settings) were included in the analyses. The final sample was comprised of 234 persons.
The school psychologists reported
a
mean age
of
38.72 years
(SD
=
9.51) and a mean
of 7.54
(SD
=
5.97) years of experience. Rural (27.5%), suburban (45.9%), and urban
(26.8%) areas were represented, as were all major regions
of
the country: Northeast
(23.0%), Southeast (19. lVo), North Central (25.5%), West Central (1 1.7%), and West
(19.5%). Levels of training included Master’s (65.7%), Specialist (14.7%), and Doc-
toral (19.6%) degrees. The mean salary was $23,573 per year (SD=$6687). The mean
ratio of school psychologists to students was 1 :2445. The demographic characteristics
of the sample compared favorably to the data reported in the NASP directory. Thus,
despite the moderate return rate, the sample appeared to be representative of the total
national membership.
Each participant received the cover letter, demographic information sheet, MBI,
and a 14-item stress questionnaire adapted from Reiner and Hartshorne (1982). The
demographic sheet requested information about current job title, state of residence, age,
highest degree obtained, years of experience, type of system (rural vs. urban vs. sub-
urban), school psychologist-to-student ratio, and number of child studies (psychoeduca-
tional assessments) completed during the previous academic year. Additionally, sub-
jects were asked to estimate the average number of hours spent per 40-hour week in
six categories
of activities: administration, assessment, consultation, intervention, in-
service training, and research.
Instruments
A questionnaire concerning perceptions of job-related stressors was developed from
those identified by Reiner and Hartshorne (1982). For the present study, the 14 stressors
were written in sentence form (e.g., “My caseload is excessive.” “My job expectations
are unclear.”) and presented in
a
Likert Scale format whereby respondents would in-
dicate the degree to which they agreed with the statement, ranging from 1-“Strongly
Disagree,” to 7-“Strongly Agree.”’
The MBI was used to measure characteristics of burnout. The construction
of
the
scale is based upon the three characteristics of burnout previously identified; that is,
‘Copies
of
the scale are available from the authors
upon
request.
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