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ERIC Number: EJ853462
Record Type: Journal
Publication Date: 2009-Sep
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1381-2890
Teachers' Burnout, Depression, Role Ambiguity and Conflict
Papastylianou, Antonia; Kaila, Maria; Polychronopoulos, Michael
Social Psychology of Education: An International Journal, v12 n3 p295-314 Sep 2009
The present study investigates issues associated with teachers' burnout in primary education as related to depression and role conflict-ambiguity. At the time of the study the participants (562 teachers) were working in seventy nine (79) Primary Education State Schools in Greece (Athens and two prefectures in the southern part of the country). The results showed that of the three factors comprising the Burnout inventory (MBI, Maslach and Jackson, MBI: Maslach Burnout Inventory; manual research edition, 1986), (i.e., "Emotional exhaustion, Personal accomplishment, Depersonalization") "Emotional Exhaustion" showed a statistically significant (positive) correlation with the factors that comprise: (a) the Scale of Depression (CES-D: Ensel, in: Lin et al. (eds.) "Social support", "life events and depression", 1986; Radloff, "Applied Psychological Measurement" 1: 385-401, 1977) such as "Depressed affect", "Somatic retarded activity" and (b) "Degree of Role Conflict" (Role Conflict and Role Ambiguity Scale, Rizzo et al., Administrative Science Quarterly, 15:150-163, 1970, adapted in Greek by Koustelios and Kousteliou, "Psychological Reports", 82:131-136, 1998); similarly, "Positive affect" (CES-D) and "Degree of Role Clarity" (Role Conflict and Role Ambiguity Scale) showed a statistically significant (negative) correlation with the same factor ("Emotional exhaustion"). Furthermore, a regression analysis performed with "Personal accomplishment" as the dependent "variable" showed that the (combined) factors of "Role Ambiguity", "Positive Affect and Somatic Retarded Activity" contributed significantly to the prediction of the dependent variable; A third regression analysis performed with "Depersonalization as dependent variable" showed that "Somatic Retarded Activity", "Role Conflict", "Positive Affect", "Interpersonal Affect" and "Role Ambiguity" contributed significantly to the prediction of this variable. Overall, the results showed that Greek teachers experience low-moderate levels of Burnout, Depression, Role conflict and Role ambiguity.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece