Abstract

Job burnout in school psychologists has been recognized as a problem in the field for many years. The contributors to burnout are varied and may include personal as well as professional variables. This research examined the impact the demographic variables of age, years in the field/current job, grade level worked with, type of community worked in, salary, school psychologist-to-student ratios, number of annual evaluations/reevaluations typically completed, reported percentage of students eligible for free and reduced lunch in their district and district size on reported levels of job burnout. Burnout was assessed using the Maslach Burnout Inventory (MBI). Results first indicated that age and years worked in current job predicted an increased sense of Personal Accomplishment as assessed by the MBI. Additionally, a higher number of annual evaluations typically completed was predictive of higher levels of Emotional Exhaustion. Based on the findings of this research, implications for preventing and addressing job burnout in the field are discussed.

摘要

多年来，学校心理学家的工作倦怠一直被认为是该领域的一个问题。造成倦怠的因素多种多样，可能包括个人变量和职业变量。这项研究检查了年龄、在该领域/当前工作的年限、工作的年级、工作的社区类型、薪水、学校心理学家与学生的比例、通常完成的年度评估/重新评估的数量等人口统计变量的影响，报告根据报告的工作倦怠程度，在他们的地区和地区规模中有资格享受免费和减少午餐的学生的百分比。使用 Maslach 职业倦怠量表 (MBI) 评估职业倦怠。结果首先表明，在当前工作中工作的年龄和年限预测了 MBI 评估的个人成就感的增加。此外，通常完成的年度评估数量越多，预示着情绪疲惫程度越高。根据这项研究的结果，讨论了预防和解决该领域工作倦怠的意义。