NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1156208
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0279-6015
Multilevel Examination of Burnout among High School Staff: Importance of Staff and School Factors
O'Brennan, Lindsey; Pas, Elise; Bradshaw, Catherine
School Psychology Review, v46 n2 p165-176 2017
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.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: Maryland
IES Funded: Yes
Grant or Contract Numbers: R305H150027; T32MH01954523