Differential impact of administrative, organizational, and personality factors on teacher burnout

Abstract

This study investigates the relationships among the independent variables of the principal leadership style, the school organization, and the teacher's personality characteristics and the dependent variable of teacher burnout. A total of 200 public high school teachers was included in this survey. The findings of the study showed that (a) leadership style was not a significant predictor of teacher burnout; (b) organizational stress factors such as work overload, support, and isolation were significant predictors of teacher burnout; and (c) personality characteristics, such as anomie, personality type A or B, and empathic self-concept, were significant predictors of teacher burnout.