Examining structure of the Perceived Teacher Burnout Scale among high school students
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Abstract
Background and goals: Burnout syndrome is related to the research in the field of school psychology in various ways. Burnout is frequent among both teachers and students, which can lead to severe psychological problems. Beside, numerous studies claim that the motivation and behavior of the student is influenced by perceiving the symptoms of burnout in the behavior of their teachers. The goal of the current study was to develop a Hungarian questionnaire which is suitable to measure how students perceive their teachers’ burnout and motivation.
Method: We explored the structure and reliability of the questionnaire using a sample of Hungarian high school students from 9th grade (N = 247, 46,2% girls and 53,8% boys, Mean age = 15,25 year). Beside, we explored the link between perceived teacher burnout and demographic (gender, school) and psychological variables (goal orientation, personal norms).
Results: The exploratory and confirmatory factor analysis revealed that the questionnaire has a stable structure. The 10-item scale consists of a „perceived teacher burnout” and a „perceived teacher enthusiasm” factor. Based on the Cronbach-alfa values the two factor and the scale have good internal reliability. The comparison between genders showed that boys tend to rate the burnout of their teachers higher than girls. Correlation analysis showed perceived teacher burnout to be linked to accepting negative classroom behaviors, while it has a negative relationship with positive behaviors and to mastery goals. Hierarchic regression analysis revelead that goal orientation and perceived teacher burnout altogether are capable of explaining a significant proportion of the variance of attitudes toward positive and negative classroom norms.
Conclusion: Based on the statistical analysis, the perceived teacher burnout scale is suitable for both research purposes and practical application in order to found individual or class differences in how students observe their teachers’ behavior.
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