ERIC Number: ED326529
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
The Relationship of Stress Related to Performance-based Accreditation and Burnout in Teachers and Principals.
Hipps, Elizabeth Smith; Halpin, Glennelle
Performance-based accreditation has been adopted by a number of states as a means of assuring that local school systems are maintaining quality education programs. The primary purpose of this study was to determine the amount of variance in burnout among Alabama public school teachers and principals that could be accounted for by stress related to the Alabama performance-based accreditation standards. The superintendents of nine Alabama school systems participated in a survey of educators' stress related to the Alabama standards. All 128 elementary and secondary principals and a stratified random sample of 445 teachers were surveyed. Responses of 219 teachers and 58 principals were usable. All subjects completed the Alabama Performance-based Accreditation Standards Stress Measure and the Maslach Burnout Inventory. The findings of the study suggest that for Alabama educators experiencing a significant amount of stress related to the state standards, burnout may be the result. A performance-based accreditation system may be needed for school improvement. However, because change has been shown to be less stressful when those affected by it participate in implementating the change process, teachers and principals should be involved extensively in plans for full implementation of any major reform in the educational system. The Alabama Performance-Based Accreditation Standard Stress Measures is attached. (37 references; 7 tables) (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Alabama; Performance Based School Accreditation
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 13-16, 1990).