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• 1. [Article] Differences in burnout among Oregon high school basketball coaches within categories of selected variables

  The central focus of this study was to determine the differences in perceived burnout among Oregon high school basketball coaches when grouped by selected demographic and job related variables. Findings ...

  Citation × Citation Citation Abstract Copy Title: Differences in burnout among Oregon high school basketball coaches within categories of selected variables Author: Watson, Edwin R. The central focus of this study was to determine the differences in perceived burnout among Oregon high school basketball coaches when grouped by selected demographic and job related variables. Findings helped achieve a better understanding of the individual and organizational variables that either promote or reduce the occurrence of burnout among high school coaches. A random sample of 204 varsity basketball coaches responded to a two part research instrument consisting of a demographic data sheet and the Maslach Burnout inventory (MBI). The major measuring instrument, the MBI, provided a measure of perceived burnout in terms of the frequency and intensity of Emotional Exhaustion. Depersonalization, and Personal Accomplishment. Coaches were grouped according to the following demographic and job related variables: 1. age, 2. sex, 3. school size, 4. sex of team coached, 5. number of years at present job, 6. total number of years in the coaching field, 7. additional coaching responsibilities, 8. extent of teaching responsibilities, 9. hours per week devoted to basketball during the season, 10. weeks per year devoted to basketball during the off-season, 11. winning percentage, 12. perceived adequacy of the basketball budget. A one-way multivariate analysis of variance was conducted for each demographic variable serving as the independent variable and the burnout factors serving as the dependent variables. Where there was an overall significant difference across groups, the univariate F ratios were examined to determine which burnout measures contributed to these differences. Findings did not support the hypothesis that significant differences in perceived burnout exist among Oregon high school basketball coaches when grouped by the selected demographic and job related variables. Additionally, mean scores for the burnout subscales indicated low to moderate levels of burnout when all demographic categories were compared against normative data. Title: Differences in burnout among Oregon high school basketball coaches within categories of selected variables Author: Watson, Edwin R. The central focus of this study was to determine the differences in perceived burnout among Oregon high school basketball coaches when grouped by selected demographic and job related variables. Findings helped achieve a better understanding of the individual and organizational variables that either promote or reduce the occurrence of burnout among high school coaches. A random sample of 204 varsity basketball coaches responded to a two part research instrument consisting of a demographic data sheet and the Maslach Burnout inventory (MBI). The major measuring instrument, the MBI, provided a measure of perceived burnout in terms of the frequency and intensity of Emotional Exhaustion. Depersonalization, and Personal Accomplishment. Coaches were grouped according to the following demographic and job related variables: 1. age, 2. sex, 3. school size, 4. sex of team coached, 5. number of years at present job, 6. total number of years in the coaching field, 7. additional coaching responsibilities, 8. extent of teaching responsibilities, 9. hours per week devoted to basketball during the season, 10. weeks per year devoted to basketball during the off-season, 11. winning percentage, 12. perceived adequacy of the basketball budget. A one-way multivariate analysis of variance was conducted for each demographic variable serving as the independent variable and the burnout factors serving as the dependent variables. Where there was an overall significant difference across groups, the univariate F ratios were examined to determine which burnout measures contributed to these differences. Findings did not support the hypothesis that significant differences in perceived burnout exist among Oregon high school basketball coaches when grouped by the selected demographic and job related variables. Additionally, mean scores for the burnout subscales indicated low to moderate levels of burnout when all demographic categories were compared against normative data. Close

• 2. [Article] A study to examine the relationship between burnout/selected demographic characteristics and supervisory support among school psychologists

  The principal focus of this investigation was to add to the very limited body of knowledge on stress and burnout among certificated school psychologists. The objective of this study was to learn both the ...

  Citation × Citation Citation Abstract Copy Title: A study to examine the relationship between burnout/selected demographic characteristics and supervisory support among school psychologists Author: Sullivan, J. Kevin The principal focus of this investigation was to add to the very limited body of knowledge on stress and burnout among certificated school psychologists. The objective of this study was to learn both the incidence of burnout and the relationship between that incidence and selected demographic variables and supervisory support among certificated school psychologists in Oregon. A sample of 70 school psychologists responded to a three-part research instrument consisting of a demographic data sheet, the Maslach Burnout Inventory, and the Work Experience Scale (WES). The primary measuring instrument the MBI, provided a measure of perceived burnout in terms of the level of burnout of Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The Work Experience Scale provided a measure of perceived level of supervisory support. School Psychologists were grouped according to the following demographic and job-related variables: 1.Educational level. 2.Type of academic preparation. 3.Years of experience as a school psychologist. 4.Years of experience in special education. 5.Sex. 6.Income. 7.Years in present job. 8.Geographical work setting. Correlations of coefficient were computed to determine the degree of relationship between dependent burnout variables and significant independent demographic variables. Means and standard deviation for the study population and Maslach's sample population were performed to see if material differences exist between these two populations. Analysis of variance techniques were used to compare dependent burnout variables with selected independent demographic variables. The Newman Kuels Multiple Comparison procedure was performed to determine if statistical differences exist between geographical work settings. Multiple regression techniques were used to identify the relationship between the dependent burnout variables and all independent demographic variables. Findings rejected the hypothesis that there was no significant relationship to burnout level of depersonalization and income, the burnout level of emotional exhaustion and years on the job, emotional exhaustion and income, emotional exhaustion and supervisory support, emotional exhaustion and level of academic preparation, and level of personal accomplishment and work setting. All other hypotheses were rejected, however, significant relationships were found between the emotional exhaustion and depersonalization levels of burnout and selected independent demographic variables. Additionally, mean scores for the burnout subscales indicated moderate levels of burnout existed when respondent scoring information were compared against normative data. Title: A study to examine the relationship between burnout/selected demographic characteristics and supervisory support among school psychologists Author: Sullivan, J. Kevin The principal focus of this investigation was to add to the very limited body of knowledge on stress and burnout among certificated school psychologists. The objective of this study was to learn both the incidence of burnout and the relationship between that incidence and selected demographic variables and supervisory support among certificated school psychologists in Oregon. A sample of 70 school psychologists responded to a three-part research instrument consisting of a demographic data sheet, the Maslach Burnout Inventory, and the Work Experience Scale (WES). The primary measuring instrument the MBI, provided a measure of perceived burnout in terms of the level of burnout of Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The Work Experience Scale provided a measure of perceived level of supervisory support. School Psychologists were grouped according to the following demographic and job-related variables: 1.Educational level. 2.Type of academic preparation. 3.Years of experience as a school psychologist. 4.Years of experience in special education. 5.Sex. 6.Income. 7.Years in present job. 8.Geographical work setting. Correlations of coefficient were computed to determine the degree of relationship between dependent burnout variables and significant independent demographic variables. Means and standard deviation for the study population and Maslach's sample population were performed to see if material differences exist between these two populations. Analysis of variance techniques were used to compare dependent burnout variables with selected independent demographic variables. The Newman Kuels Multiple Comparison procedure was performed to determine if statistical differences exist between geographical work settings. Multiple regression techniques were used to identify the relationship between the dependent burnout variables and all independent demographic variables. Findings rejected the hypothesis that there was no significant relationship to burnout level of depersonalization and income, the burnout level of emotional exhaustion and years on the job, emotional exhaustion and income, emotional exhaustion and supervisory support, emotional exhaustion and level of academic preparation, and level of personal accomplishment and work setting. All other hypotheses were rejected, however, significant relationships were found between the emotional exhaustion and depersonalization levels of burnout and selected independent demographic variables. Additionally, mean scores for the burnout subscales indicated moderate levels of burnout existed when respondent scoring information were compared against normative data. Close

• 3. [Article] The relationship between burnout and selected demographic and job-related variables among Oregon public school teacher-coaches : identifying coping strategies

  The purposes of this study were to determine relationships between burnout and selected demographic and job-related variables and to identify burnout coping strategies commonly used by teacher-coaches ...

  Citation × Citation Citation Abstract Copy Title: The relationship between burnout and selected demographic and job-related variables among Oregon public school teacher-coaches : identifying coping strategies Author: Kosa, Boonsong The purposes of this study were to determine relationships between burnout and selected demographic and job-related variables and to identify burnout coping strategies commonly used by teacher-coaches in public secondary schools. A volunteer sample of 193 teacher-coaches responded to a three-section questionnaire composed of the Maslach Burnout Inventory, the Jaloweic Coping Strategies Inventory, and a demographic information sheet. Data were analyzed using descriptive statistics, the chi-square test of independence and Cramer's V statistic, and one-way analysis of variance with Newman-Keuls post hoc pairwise comparisons. The reported level of burnout among teacher-coaches was moderate in each of the six burnout dimensions. Emotional exhaustion frequency was related to age, teaching experience and salary. Emotional exhaustion intensity was related to age, years at present school and number of sports coached in a year. Depersonalization frequency was related to specialization taught, type of sport coached as head coach, and gender of athletes coached as head coach. Depersonalization intensity was not related to any demographic or job-related variable. Personal accomplishment frequency was related to teaching experience, specialization taught, and salary. Personal accomplishment intensity was related to age, specialization taught and salary. Tension-releasing coping tended to be employed in coping with emotional exhaustion. Problem-focused coping strategies tended to be used in coping with low personal accomplishment. Problem-focused, tension-releasing, and to a lesser extent morale-maintaining strategies were used in coping with feelings of depersonalization. Problem-focused coping was negatively related to depersonalization frequency and intensity and low personal accomplishment frequency and intensity. Tension-releasing coping was positively related to emotional exhaustion frequency and intensity and depersonalization frequency and intensity. Morale- maintaing coping was positively related to depersonalization frequency. Title: The relationship between burnout and selected demographic and job-related variables among Oregon public school teacher-coaches : identifying coping strategies Author: Kosa, Boonsong The purposes of this study were to determine relationships between burnout and selected demographic and job-related variables and to identify burnout coping strategies commonly used by teacher-coaches in public secondary schools. A volunteer sample of 193 teacher-coaches responded to a three-section questionnaire composed of the Maslach Burnout Inventory, the Jaloweic Coping Strategies Inventory, and a demographic information sheet. Data were analyzed using descriptive statistics, the chi-square test of independence and Cramer's V statistic, and one-way analysis of variance with Newman-Keuls post hoc pairwise comparisons. The reported level of burnout among teacher-coaches was moderate in each of the six burnout dimensions. Emotional exhaustion frequency was related to age, teaching experience and salary. Emotional exhaustion intensity was related to age, years at present school and number of sports coached in a year. Depersonalization frequency was related to specialization taught, type of sport coached as head coach, and gender of athletes coached as head coach. Depersonalization intensity was not related to any demographic or job-related variable. Personal accomplishment frequency was related to teaching experience, specialization taught, and salary. Personal accomplishment intensity was related to age, specialization taught and salary. Tension-releasing coping tended to be employed in coping with emotional exhaustion. Problem-focused coping strategies tended to be used in coping with low personal accomplishment. Problem-focused, tension-releasing, and to a lesser extent morale-maintaining strategies were used in coping with feelings of depersonalization. Problem-focused coping was negatively related to depersonalization frequency and intensity and low personal accomplishment frequency and intensity. Tension-releasing coping was positively related to emotional exhaustion frequency and intensity and depersonalization frequency and intensity. Morale- maintaing coping was positively related to depersonalization frequency. Close

• 4. [Article] Counselor expectations of supervision and counselor burnout

  Counselor expectations of supervision and counselor burnout were assessed. The sample consisted of 120 members of the Oregon Personnel and Guidance Association. Subjects were contacted by mail and asked ...

  Citation × Citation Citation Abstract Copy Title: Counselor expectations of supervision and counselor burnout Author: Davis, Alan H. Counselor expectations of supervision and counselor burnout were assessed. The sample consisted of 120 members of the Oregon Personnel and Guidance Association. Subjects were contacted by mail and asked to complete a questionnaire. The questionnaire contained two instruments: the Maslach Burnout Inventory (MBI) and the Counselor Supervision Inventory (CSI). The MBI is a 22- item instrument which measured frequency and intensity of emotional exhaustion, depersonalization, and personal accomplishment. The CSI is a 60-item instrument developed for this study which measures ideal and actual perceptions of supervisory counseling, consultation, and teaching. Linear regressions were computed to measure the relationships between level of counselor experience and ideal perceptions of supervision. Pearson correlations were computed to measure the degree of relationship between the counselor supervision variables and the burnout variables. Multiple regressions were computed to measure the relationships between the burnout variables and selected demographic variables. It was found that counselors are dissatisfied with the quality of the supervision they are receiving. Level of counselor experience was not significantly related to supervision needs. Counselor dissatisfaction with supervision was significantly and positively related to frequency and intensity of emotional exhaustion, intensity of depersonalization, and negatively related to frequency of personal accomplishment. Level of academic degree was positively related to frequency of depersonalization, and hours per week of supervision received was positively related to intensity of depersonalization. It was concluded that supervision is effective in preventing counselor burnout to the extent that it is perceived by counselors as being characterized by expertise and support. Title: Counselor expectations of supervision and counselor burnout Author: Davis, Alan H. Counselor expectations of supervision and counselor burnout were assessed. The sample consisted of 120 members of the Oregon Personnel and Guidance Association. Subjects were contacted by mail and asked to complete a questionnaire. The questionnaire contained two instruments: the Maslach Burnout Inventory (MBI) and the Counselor Supervision Inventory (CSI). The MBI is a 22- item instrument which measured frequency and intensity of emotional exhaustion, depersonalization, and personal accomplishment. The CSI is a 60-item instrument developed for this study which measures ideal and actual perceptions of supervisory counseling, consultation, and teaching. Linear regressions were computed to measure the relationships between level of counselor experience and ideal perceptions of supervision. Pearson correlations were computed to measure the degree of relationship between the counselor supervision variables and the burnout variables. Multiple regressions were computed to measure the relationships between the burnout variables and selected demographic variables. It was found that counselors are dissatisfied with the quality of the supervision they are receiving. Level of counselor experience was not significantly related to supervision needs. Counselor dissatisfaction with supervision was significantly and positively related to frequency and intensity of emotional exhaustion, intensity of depersonalization, and negatively related to frequency of personal accomplishment. Level of academic degree was positively related to frequency of depersonalization, and hours per week of supervision received was positively related to intensity of depersonalization. It was concluded that supervision is effective in preventing counselor burnout to the extent that it is perceived by counselors as being characterized by expertise and support. Close

• 5. [Article] Correlates of occupational burnout in counselor educators

  Burnout, a problem that relates to an individual's occupation or vocational life, is a prolonged manifestation of emotional exhaustion, cynicism related to work, physical ailments, and reduced accomplishment ...

  Citation × Citation Citation Abstract Copy Title: Correlates of occupational burnout in counselor educators Author: Bartley, Amy E. Burnout, a problem that relates to an individual's occupation or vocational life, is a prolonged manifestation of emotional exhaustion, cynicism related to work, physical ailments, and reduced accomplishment of work tasks. Recently, the literature has shown that faculty in higher education experience Burnout as do other professions. However, there is limited research documenting the occupational experiences including the manifestation of Burnout-in counselor educators. Furthermore, a primary theme within the Burnout literature is the struggle to understand the etiology of the construct. Currently, there are two primary theories regarding the etiology of Burnout: (a) external or environmental factors are more responsible in the manifestation of Burnout, and (b) internal factors such as human personality traits or coping styles are more responsible in the manifestation of Burnout. The purpose of this study was to determine if counselor educators experience Burnout and to examine the variables associated with it. Specifically, this study analyzed Burnout against both external and internal variables. A sample consisting of 289 counselor educators teaching in CACREP-accredited programs across the United States was administered a survey that measured Burnout, Trait Emotional Intelligence (Trait EI), and demographic variables. Overall, Burnout was low in the sample. There was a moderate, negative correlation between Burnout and Trait El. Only two of the external variables yielded significant relationships to Burnout: academic rank and age. Tenure status, length of time working as a counselor educator, percentage of work load teaching, percentage of workload researching, percentage of workload performing service, gender, religion, and race and ethnic background were all independent of Burnout. Future research should consider the interchange of both external factors and internal factors in workers experiencing occupational stress and Burnout. Title: Correlates of occupational burnout in counselor educators Author: Bartley, Amy E. Burnout, a problem that relates to an individual's occupation or vocational life, is a prolonged manifestation of emotional exhaustion, cynicism related to work, physical ailments, and reduced accomplishment of work tasks. Recently, the literature has shown that faculty in higher education experience Burnout as do other professions. However, there is limited research documenting the occupational experiences including the manifestation of Burnout-in counselor educators. Furthermore, a primary theme within the Burnout literature is the struggle to understand the etiology of the construct. Currently, there are two primary theories regarding the etiology of Burnout: (a) external or environmental factors are more responsible in the manifestation of Burnout, and (b) internal factors such as human personality traits or coping styles are more responsible in the manifestation of Burnout. The purpose of this study was to determine if counselor educators experience Burnout and to examine the variables associated with it. Specifically, this study analyzed Burnout against both external and internal variables. A sample consisting of 289 counselor educators teaching in CACREP-accredited programs across the United States was administered a survey that measured Burnout, Trait Emotional Intelligence (Trait EI), and demographic variables. Overall, Burnout was low in the sample. There was a moderate, negative correlation between Burnout and Trait El. Only two of the external variables yielded significant relationships to Burnout: academic rank and age. Tenure status, length of time working as a counselor educator, percentage of work load teaching, percentage of workload researching, percentage of workload performing service, gender, religion, and race and ethnic background were all independent of Burnout. Future research should consider the interchange of both external factors and internal factors in workers experiencing occupational stress and Burnout. Close