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Procedía Social and Behavioral Sciences 1 (2009) 195-205
World Conference on Educational Sciences 2009
The effect of primary school teachers' burnout on organizational
health
Ali Sabanci*
Akdeniz University,Faculty of Education, Educational Sciences Department,The Field of Educational Management, Supervision, Planning and
Economy, Antalya/TURKEY
Received October 8, 2008; revised December 22, 2008; accepted January 5, 2009
Abstract
This article considers the relationship between teachers' burnout and organizational health in primary schools in Antalya. The research was designed as a survey. In order to collect data "Maslach's Burnout Inventory (MBI-ES) and Organizational Health Questionnaire" were used. Specific descriptive analyses which were conducted to calculate the data were percentage, frequencies, means, standard deviation, Pearson Correlations Coefficient, Multiple Linear Regression and Parametric tests. The findings show that teachers' burnout level was low in emotional exhaustion and personal accomplishment and high in depersonalization. On the other hand, organizational health was reported to be high. All of the correlations between burnout and organizational health were significant. Consequently, it is significant to find that burnout is another factor affecting school health. © 2009 Elsevier Ltd. All rights reserved
Keywords: Organizational health; burnout; teacher burnout; school organization; school health.
1. Introduction
Whether an individual feels good or bad is related to their relationship with family, friends and community, as well as their personal characteristics developed in relation to their social, political and economic situation and negative or positive feelings about their organization. In this sense, individuals' emotions, attitudes and behavioural qualities have an important affect on organizational health. On the other hand, the extent to which the organization is healthy determines the individual's emotions, attitudes and behavioural qualities. One of the most important factors contributing to a school's effectiveness can be said to be school health. The purpose of this study was to determine the relationship between organizational health and burnout.
1.1. Burnout and organizational health
Burnout has been recognized as a major problem in organizations since the 1970s. It is a complex concept rather than a unique structure, which includes various psychological reactions to the working environment. Organizational studies on burnout focus particularly on job characteristics such as role conflict, role ambiguity, lack of resources and particular work settings. They also focus on characteristics of the profession such as human
1877-0428/$-see front matter © 2009 Elsevier Ltd. All rights reserved. doi:10.1016/j.sbspro.2009.01.036
relations, emotional empathy, the expression of emotions, quality of cognitive and emotional relations, personal and organizational expectations, physical health, productivity, work performance workload, control, rewards, community relations and fairness as well as various situational factors and consequences of burnout such as turnover, absenteeism and low morale. Indeed, burnout is most frequently understood as a pattern of negative symptoms that relates directly to all areas of functioning. For this reason, burnout has important consequences for the individual and the organization as well as for the relationship between the individual and the organization. Previous studies have found widespread burnout in professions like teaching that require face-to-face relations (Barut and Kalkan, 2002; Halbesleben and Buckley, 2004; Maslach and Jackson, 1981; Schaufeli and Buunk, 2003; Wilkerson and Bellini; 2006).
Maslach and Jackson (1984) defined burnout as a three-dimensional syndrome of emotional exhaustion, depersonalization and personal accomplishment that occurs among individuals who work with people. Emotional exhaustion refers to feelings of being emotionally overextended and drained by one's contact with other people. Depersonalization refers to an unfeeling and callous response to these people, who are usually the recipients of one's service or care. Personal accomplishment refers to a decline in one's feelings of competence and successful achievement in one's work with people. In this sense, as Maslach and Jackson (1984) noted there is a need to establish the objective consequences of burnout for individuals and organizations and to develop comprehensive, multivariate models of the burnout phenomenon.
Miles has delineated 10 properties of organizational health. Those properties include goal focus, communication adequacy, optimal power equalization, resource utilization, cohesiveness, morale, innovativeness, autonomy, adaptation and problem-solving adequacy (Henderson et al. 2005; Hoy, Tarter and Kottkamp, 1991). Parsons suggested that schools exert three levels of control over activities: technical, managerial and institutional. A healthy school is therefore one in which the technical, managerial and institutional levels work in harmony (Hoy and Feldman, 1987). Organizational Health (OH) is a concept that has been developed to reflect the effectiveness of an organization in various environments and how that organization reacts to changes in circumstances (Cox and Howarth, 1990). Organizational health is an organization's ability to function effectively, cope adequately, change appropriately and grow from within (Hill, 2003). A healthy organization needs to ensure some level of consistency between its subjective and objective aspects. Thus, organizational health is also an indication of the "perceived goodness" of the psychosocial subsystems of an organization and their integration and coherence with "organizational reality" (Cox and Leiter, 1992). Healthy organizations consist of healthy followers and leaders. Organizational health depends on the extent to which people are healthy, successful and have their needs met. School health describes the vitality and dynamics of professional interactions of students, teachers and administrators (Hoy and Sabo, 1998; Hoy and Tarter, 1997; Uras, 2000; Tarter, Sabo and Hoy, 1995; Dayton, 1994).
Hoy and Feldman (1987) determined seven organizational health factors: institutional integrity, collegial leadership, respect, staff affiliation, morale, resource influence and academic emphasis. Altun (2001) determined five factors in her research in Turkey: organizational leadership, organizational integration, organizational identity, organizational product and environmental integration. Organizational leadership includes setting the objectives, planning, using resources effectively, controlling and developing a vision. Organizational integration includes protection against destructive effects, interaction among people and integrating the needs of society and the organization. Organizational identity includes feeling integrated with the organization and atmosphere, which promotes staff and school morale. Organizational product includes providing resources, promoting the quality of those resources, integrating situational factors with the resources and generating a healthy product. Environmental integration includes effective internal and external interactions and integrating the needs of the society and the school.
1.2. Literature review
Sarros and Sarros (1987; 1992) found that principal support is a significant predictor of burnout. Teachers were experiencing less emotional exhaustion and depersonalization burnout, but more personal accomplishment burnout than other helping service professionals. Their levels of emotional exhaustion and personal accomplishment burnout were higher than those of administrators. Their findings indicate that burnout is both the result of organizational factors such as workload and motivational factors such as the need to be challenged and rewarded. Croom (2003) found that agricultural teachers experience moderate levels of emotional exhaustion, low levels of depersonalization in relationships with students, colleagues and others and a high degree of personal accomplishment in their work. Evers et al. (2004) found that competence in coping with disruptive student behaviour significantly contributed to
depersonalization and personal accomplishment, whereas a teachers' age was significantly related to personal accomplishment. Brewer and Shapard (2004) indicated that there was a small negative correlation between age and emotional exhaustion, at least for employees in some fields in the United States and possibly a small negative correlation between years of experience in a field and emotional exhaustion. Bibou-Nakou et al. (1999) focused on the relationship between teacher burnout and attitudes to pupils' misbehaviour. Consequently they found that teachers experience average levels of emotional exhaustion, low levels of depersonalization and high levels of personal accomplishment. Leiter and Schaufeli (1996) in their research into the consistency of the burnout construct across occupations provided evidence that burnout should be restricted to occupational issues relating to service provision. Maslach and Jackson (1985) studied the role of gender and family variables in burnout and found that the gender of the employee is not a major factor. Other results show that married employees with children experienced less burnout. Job category was also an important predictor. Wilkerson and Bellini (2006) found that school counselors reported a strong sense of competence and successful achievement in their jobs (personal accomplishment) and an overall feeling that they were able to work with others on a regular basis in personal, caring ways (depersonalization). Only on the emotional exhaustion subscale did this group show any elevated levels of burnout. These findings indicate that demographic, intrapersonal and organizational factors together account for a significant amount of the variation in burnout scores.
Kirilmaz et al. (2003), in their study in Turkey, found that teachers experience low levels of depersonalization and high levels of emotional exhaustion. Balay and Engin (2007) studied inspectors' burnout in Turkey and found that they experience average levels of emotional exhaustion, low levels of depersonalization and low to moderate levels of personal accomplishment. Their results showed that classroom teachers reported more burnout than subject teachers.
Korkmaz (2007) found that there was a negative relationship between organizational health and teachers' exposure to bullying and organizational health could be an indicator of bullying experience. Cemaloglu (2007) studied the effects of leadership styles on organizational health and found that transformational leadership had a profound impact on teachers' job satisfaction. The transformational leadership of the principal directly and indirectly affects the school's health through the teachers' job satisfaction. Bevans et al. (2007) found that both school and staff level characteristics are important predictors of organizational health. A review of the literature suggested that there is a strong and positive correlation between organizational health and student achievement (Henderson et al. 2005; Roney et al. 2007). Research in Tennessee middle high schools showed that dimensions of organizational health such as teacher affiliation, academic emphasis and resource support contribute significantly to improved academic performance of students (Henderson et al. 2005). Licata and Harper (2001) suggested that academic emphasis and institutional integrity were typical characteristics of good organizational health.
The purpose of this study was to examine the relationship between teacher burnout and a healthy school organization. Further, it aimed to determine the views of managers and teachers themselves about the extent to which teachers feel burnout and how healthy they believe their schools to be. As shown in the literature review above, while some studies focus on trying to determine factors affecting organizational health, others focus on various methods of validating the factors. There are also studies that aim to measure the health of various organizations using validated questionnaires. This research aimed to contribute to the debate by focusing on the burnout factor that was assumed to affect organizational health. The specific questions addressed were:
- According to the views of primary school managers and teachers, to what extent do teachers feel burnout?
- According to the views of primary school managers and teachers, what is organizational health?
- Do primary school managers and teachers' views differ in relation to (a) gender, (b) academic background (c) total work experience (by years) and (d) work experience in the last school (by years)?
- Is there a relationship between burnout and organizational health?
2. Methodology
This research was conducted as a survey using a descriptive method to ascertain the relationship between teachers' burnout and school organizational health. The population of the research consisted of 129 state primary school principals, 240 assistant principals and 3.980 teachers working in primary schools in Antalya, Turkey in the 2007-08 education year. The sample was designed to include 79 principals and assistant principals and 277 primary school teachers. However the questionnaires completed by 92 principals and assistant principals' and 310 teachers contained usable data (Anderson, 1990).
In order to gather data about organizational health, an "organizational health inventory" developed by Akbaba (1997) was used, with the author's permission. The inventory comprised two questionnaires, the first designed to gather demographic data and the second to determine organizational health. The reliability of the original questionnaire was found to be (Cronbach's alpha) r = 0.96. Akbaba (1997) determined five factors of organizational health: organizational leadership, organizational integration, organizational identity, organizational product and organizational environment. The reliability of this research was found to be (Cronbach's alpha) .95. The reliability coefficients of the research into the five factors were: organizational leadership .93, organizational integration .80, organizational identity .69, organizational product .73 and organizational environment .80.
In order to gather data about teachers' burnout Maslach's Burnout Inventory-Educators Survey (MBI-ES) (1986) was used, with permission from CPP, Inc. Davies-Black Publishing. The inventory comprised two questionnaires, the first designed to gather demographic data, the second to determine teacher burnout. Maslach determined three contributing factors: emotional exhaustion, depersonalization and personal accomplishment. Reliability (Cronbach's alpha) of these factors were .80 for emotional exhaustion, .64 for depersonalization and .71 for personal accomplishment. The reliability coefficients were consistent with studies undertaken abroad such as .76 for emotional exhaustion, .63 for depersonalization and .73 for personal accomplishment (Bibou-Nakou et al, 1999) and studies carried out in Turkey, such as .83 for emotional exhaustion, .65 for depersonalization and .72 for personal accomplishment (Barut and Kalkan, 2002).
The author used SPSS software to analyze relationships between the variables. Specific descriptive analyses applied to questions 1, 2, 3 and 4 were percentage, frequencies, means, significance test, t-test, One-Way ANOVA, and post-hoc test (Scheffe, Tukey HSD, LSD and Dunnett's C). In the analyses, the significant data were presented and discussed. In analyzing question 5, Pearson correlations coefficient, and Multiple Linear Regression (simultaneous regression) were used (Akgul and Qevik, 2003; Bryman and Cramer, 2001; Buyukozturk, 2001; Hair and digerleri, 1998; Muijs, 2004).
3. Results
The results of this research are presented and discussed below.
3.1. Demographic data
Ninety two managers and 310 primary school teachers participated in the survey. Managers
Of the 92 managers, 15 (16.3%) [in the UK and US, % follows numbers] of the managers were women and 77 (83.7%) were men. Sixteen (17.4%) managers had one to five years' experience at work; 22 (23.9%) had six to ten years; 16 (17.4%) had 11-15 years; 11 (12%) had 16-20 years; and 27 (29.3%) had 21 or more years' experience. Two (2.2%) of the managers worked less than one year in the same school; 49 (53.3%) worked one to five years; 21 (22.8%) worked between six and ten years, and 20 (21.7%) worked more than 11 years. Two (2.2%) of the managers had masters degrees and 23 (25%) had graduate degrees. Sixty seven (72.8%) of the participants had pre-license degrees.
Teachers
Of the 310 primary school teachers who participated in the survey, 169 (54.5%) were classroom teachers; 133 (42.9%) were subject teachers and eight (2.6%) were guidance staff. One hundred and ninety six (63.2%) were women and 114 (36.8%) were men. Fifty nine (19%) had one to five years' experience; 66 (21.3%) had between six and ten years; 58 (18.7%) had 11-15 years; 46 (14.8%) had 16-20 years and 81 (26.1%) had more than 21 years' experience. Fifteen (4.8%) of the teachers had less than one years' experience in the same school; 213 (68.7%) had between one and five years; 49 (15.8%) had six to ten years; and 33 (10.6%) had more than 11 years' experience in the same school. Fifty eight (18.7%) of the teachers had pre-license qualifications; 235 (75.8%) had graduate degrees and 17 (5.5%) had masters degrees.
3.2. Primary school teachers' burnout levels according to managers and primary school teachers
Ali Sabanci / Procedia Social and Behavioral Sciences 1 (2009) 195-205 Table 1. Primary School Teachers' Burnout Levels
F p Difference
3.343 .019 A-C.D
6.809 .000
6.685 .000 A-C
As indicated in Table 1, managers and teachers believe that teachers experience low levels of emotional exhaustion and reduced personal accomplishment but high levels of depersonalization. Analysis (one way ANOVA) of whether there is a difference in their views in relation to the their duty variable shows that their views differ in emotional exhaustion [F(3-398)= 3.343; p<.05], reduced personal accomplishment [F(3-398)=6,685; p<.05] and depersonalization [F(3-398)= 6,809; p<.05]. The LSD test shows that managers (x =2.2512) expressed lower levels of burnout than subject teachers (x=2.4169) and guidance teachers (x=2.7917). The Dunnett C test shows that subject teachers believe that teachers have higher levels of reduced personal accomplishment (x=1.7474) than managers (x=1.7239) and classroom teachers (x=1.4805). On the other hand, managers (x=4.1019) have higher levels of reduced personal accomplishment than classroom teachers (x =4.0666), and classroom teachers have higher levels of reduced personal accomplishment (x=4.0666) than subject teachers (x=3.8665).
3.3. Primary school teachers' burnout levels according to demographic factors
Table 2. Burnout According to Academic Achievement, Work Experience and Gender
Factors Duty N X S
A. Manager 92 2.2512 .61189
Emotional exhaustion B. Classroom teacher 169 2.2788 .58908
C. Subject teacher 133 2.4169 .63438
D. Guidance teacher 8 2.7917 .56480
A. Manager 92 4.1019 .45314
Depersonalization B. Classroom teacher 169 4.0666 .41256
C. Subject teacher 133 3.8665 .52137
D. Guidance teacher 8 3.8125 .67149
A. Manager 92 1.7239 .65152
Reduced personal B. Classroom teacher 169 1.4805 .53288
accomplishment C. Subject teacher 133 1.7474 .71091
D. Guidance teacher 8 2.1000 .93808
Factors
Emotional exhaustion
Depersonalization
Reduced personal accomplishment
Depersonalization
Reduced personal accomplishment
Reduced personal accomplishment
Academic achievement N X S F p Difference
A- Pre-license 81 2.1399 .62430 7.653 .001 A-B.C
B- Graduate 302 2.3561 .59829
C- Masters 19 2.6901 .62039
A- Pre-license 81 1.6593 .75858 8.172 .000 C-A
B- Graduate 302 1.5954 .57325
C- Masters 19 2.2000 .93808
A- Pre-license 81 4.1003 .53889 5.279 .005 A-C
B- Graduate 302 3.9954 .43876
C- Masters 19 3.7171 .63031
Work experience
A- 1-5 years 75 1.7707 .68315 3.462 .009 A-D
B- 6-10 years 88 1.7455 .72189
C- 11-15 years 74 1.5892 .62976
D- 16-20 years 57 1.4070 .40877
E- 21+ 108 1.6093 .63798
A- 1-5 years 75 3.8800 .45370 3.443 .009 A-E
B- 6-10 years 88 3.9361 .47570
C- 11-15 years 74 4.0034 .48345
D- 16-20 years 57 4.0614 .44265
E- 21+ 108 4.1134 .48020
Gender N X S df t p
Women 211 2.0432 .46561 400 2.077 .038
Men 191 1.9450 .48217
As indicated in Table 2, according to the academic achievement variable, views on emotional exhaustion [F(2-399)= 7.653; p<.005], depersonalization [F(2-399)= 8,172; p<.005] and reduced personal accomplishment are statistically different [F(2-399)= 5,279; p<.005]. Results of the Scheffe test shows that managers and teachers with pre-license degrees (X =2.1399) express lower levels of emotional exhaustion than those with graduate (X =2.3561) and masters degrees (X=2.6901). Besides, the group with pre-license degrees (X=4.1003) report higher levels of
reduced personal accomplishment than those with masters degrees (X =3.7171). The results of the Dunnett C test show that those with master degrees (X =2.2000) reported higher levels of burnout than those with graduate degrees (x=1.5954). According to the work experience variable, the groups' views differ in depersonalization [F(4-397)=3.462; p<.05] and reduced personal accomplishment [F(4-397)=3.443; p<.05]. The Scheffe test shows that managers and teachers with one to five years' work experience (x =3.8800) reported lower levels of depersonalization than those with 16-20 years' experience (x=4.0614). Managers and teachers with one to five years' experience (x=4.2293) reported higher levels of reduced personal accomplishment than those with 21 or more years (X =3.8800). The gender variable shows that views differ in reduced personal accomplishment [t(400)=-2.077; p<.05]: women reported higher levels of burnout (x=2.0432) than men (x=1.9450).
3.4. Managers' and teachers' views in relation to organizational health
Table 3. Organizational Health Level
Factors Duty N X S F P Difference
A. Manager 92 4.4038 .44688 3.804 .010 A-B,C
Organizational leadership B. Classroom teacher 169 4.1579 .68315
C. Subject teacher 133 4.1388 .74330
D. Guidance teacher 8 4.4038 .36488
A. Manager 92 4.1025 .46896 5.391 .001 A-B,C
Environmental integration B. Classroom teacher 169 3.8918 .53849
C. Subject teacher 133 3.7970 .65174
D. Guidance teacher 8 3.8571 .62853
A. Manager 92 4.1304 .59210 1.724 .161 -
Organizational identity B. Classroom teacher 169 4.0229 .50457
C. Subject teacher 133 3.9718 .55104
D. Guidance teacher 8 4.1563 .45193
A. Manager 92 4.0935 .50204 5.249 .001 A-B,C
Organizational integration B. Classroom teacher 169 3.8266 .69800
C. Subject teacher 133 3.7436 .72596
D. Guidance teacher 8 3.8375 .63231
A. Manager 92 4.2446 .50203 3.736 .011 A-C
Organizational product B. Classroom teacher 169 4.0303 .60373
C. Subject teacher 133 3.9972 .63505
D. Guidance teacher 8 4.2188 .64000
Table 3 shows that organizational health is high in organizational leadership, environmental integration, organizational identity, organizational integration and organizational product. Results of the Anova test show that views of the groups according to the duty variable differ for organizational leadership, environmental integration, organizational integration and organizational product. The Scheffe test shows that managers reported higher levels of organizational health for organizational product (x=4.2446) than subject teachers (x=3.9972). The Dunnett C test shows that managers reported higher levels of organizational health for organizational leadership (X =4.4038) than classroom teachers (X =4.1579) and subject teachers (x =4.1388); higher levels for environmental integration (x=4.1025) than classroom teachers (x=3.8918) and subject teachers (x=3.7970); ); and higher levels for organizational integration (x=4.0935) than classroom teachers (x=3.8266) and subject teachers (x=3.7436).
3.5. Organizational health according to demographic factors
Table 4. Organizational Health According to Academic Achievement. Work Experience and Gender
Factors Academic achievement N X S F P Difference
Organizational A- Pre-license 81 4.1049 .61188 4.564 .011 A-C
product B- Graduate 302 4.0886 .57838
C- Master 19 3.6711 .75830
Work experience
Organizational A. 1-5 years 75 3.9027 .68674 3.186 .014 C-E
integration B. 6-10 years 88 3.7580 .65438
C. 11-15 years 74 4.0541 .65359
D. 16-20 years 57 3.9386 .59575
E. 21+ 108 3.7407 .71839
Gender N X S df t p
Organizational Women 211 4.1476 .72238 400 -2.084 .038
leadership Men 191 4.2847 .57974
As indicated in Table 4, views differ in relation to organizational product [F(2-399)=4.564 p<.05]. Results of the Scheffe test show that the group with pre-license degrees (x =4.1049) believe that organizational health is high in relation to organizational product than those who had graduate degrees (X =3.6711). In relation to work experience, the views of the groups differ in organizational integration [F(4-397)=3.186 p<.05]. Results of the Scheffe test show that managers and teachers with 11-15 years' experience reported higher levels of organizational integration (x =4.0541) than those with 21 years or more (X=3.7407). Views on organizational leadership vary according to gender [t(400)=-2.084; p<.05]: more men than women believe that higher levels of organizational leadership exist (X =4.2847) (X=4.1476).
3.6. The relationship between burnout and organizational health
Table 5. Correlations Between Burnout Factors and Organizational Health Factors
O. L. O. Int. E. Int. O. Id. O. P.
Emotional exhaustion Pearson correlation -.178 -.240 -.240 -.185 -.253
Sig. (2-tailed) .000 .000 .000 .000 .000
Depersonalization Pearson correlation -.102 -.180 -.222 -.189 -.188
Sig. (2-tailed) .040 .000 .000 .000 .000
Reduced personal Pearson correlation .210 .215 .264 .246 .283
accomplishment Sig. (2-tailed) .000 .000 .000 .000 .000
Table 5 shows that all the burnout factors correlated significantly with all the organizational ones. There was negative correlation between emotional exhaustion and organizational leadership, organizational integration, environmental integration, organizational identity and organizational product; and negative correlation between depersonalization and organizational leadership, organizational integration, environmental integration, organizational identity and organizational product. There was positive correlation between reduced personal accomplishment and organizational leadership, organizational integration, environmental integration, organizational identity and organizational product.
Table 6. Results of the Regression Analyses
Variables B Std. Error P T p Zero-order (r) Partial
Constant 3.448 .401 - 8.588 .000
Emotional exhaustion -.144 .064 -.134 -2.229 .026 -.178 -.111
Depersonalization .058 .063 .057 .921 .358 -.102 .046
Reduced personal .251 .079 .180 3.185 .002 .210 .158
3 accomplishment_
R= . 236 R2=.056
ад 13
О ^ F(3-398)= 7.845 p= .000
Constant 3.588 .408 - 8.802 .000
Emotional exhaustion .189 .065 .171 2.890 .004 -.240 -.143
Depersonalization .024 .064 .023 2.350 .709 -.180 -.019
Reduced personal .188 .080 .132 .373 .019 .215 .117
accomplishment
R= .271 R2=.074
F(3-398)= 10.527 p= .000
Constant 3.421 .342 - 9.990 .000
Emotional exhaustion .119 .055 .127 2.166 .031 -.240 -.108
Depersonalization .060 .054 .068 1.123 .262 -.222 -.056
Reduced personal .215 .067 .178 3.208 .001 .264 .159
accomplishment
CS "rt "in x
CS -rt "in x
R= .304 R2=.093
F(3-398)= 13.533 p= .000
Constant 3.413 .326 10.460 .000
Emotional exhaustion .063 .052 .072 1.209 .228 -.185 -.060
Depersonalization .052 .051 .062 1.007 .315 -.189 -.050
Reduced personal .213 .064 .187 3.324 .001 .246 .164
accomplishment
R= .266 R2=.071
F(3-398)= 10.120 p= .000
Constant 3.352 .355 9.437 .000
Emotional exhaustion .161 .057 .165 2.823 .005 -.253 -.140
Depersonalization .005 .056 .005 .083 .934 -.188 .004
Reduced personal .272 .070 .215 3.898 .000 .283 .192
accomplishment
R= . 319 R2=.102
F(3-398)= 15.006 p= .000
In order to validate the model. the Durbin Watson coefficient was calculated and the results show that there was no autocorrelation between any factors. The D-W coefficient was calculated 1.526 for organizational leadership; 1.474 for organizational integration; 1.676 for environmental integration; 1.823 for organizational identity and1.823 for organizational product. Because correlation coefficients were lower than .80. the multicollinearity problem was eliminated.
Zero order and partial correlations between predictors and dependent variables were analyzed (see Table 6) and given in the following lines. The results show that there was negative and low correlation between emotional exhaustion and organizational leadership (r=-.178), but when the other variables were controlled. the correlation between the variables was calculated to be (r=-.111). There was negative and low correlation between depersonalization and organizational leadership (r=-.102) but when the other variables were controlled. the correlation between the variables was calculated to be (r=.046). There was positive and low correlation between reduced personal accomplishment and organizational leadership (r=.210) but when the other variables were controlled. the correlation between the variables was calculated to be (r=.158). A combination of emotional exhaustion. depersonalization and reduced personal accomplishment significantly predicts organizational leadership (R=.236; R2=.056; F=7.845; p<.01). The .056% variance in organizational leadership can be predicted from emotional exhaustion. depersonalization and reduced personal accomplishment. According to beta coefficients (P). the weights of predictors for organizational leadership were reduced personal accomplishment. emotional exhaustion and depersonalization. Results of the t test indicate that reduced personal accomplishment and emotional exhaustion significantly contribute to predicting organizational leadership. The regression equation for predicting organizational leadership is as follows: Organizational leadership= 3.448-.144 emotional exhaustion +.058 depersonalization + .251 reduced personal accomplishment
There was negative and low correlation between emotional exhaustion and organizational integration (r=-.240) but when the other variables were controlled. the correlation between the variables was calculated to be (r=-.143). There was negative and low correlation between depersonalization and organizational integration (r=-.180) but when the other variables were controlled. the correlation between the variables was calculated to be (r=-.019). There was positive and low correlation between reduced personal accomplishment and organizational integration (r=.215) but when the other variables were controlled. the correlation between the variables was calculated to be (r=.117). A combination of emotional exhaustion. depersonalization and reduced personal accomplishment significantly predicts organizational integration (R=.271; R2=.074; F=10.527; p<.01); 0.074% can be predicted from emotional exhaustion. depersonalization and reduced personal accomplishment. According to beta coefficients (P). the weights of predictors of organizational integration were emotional exhaustion. reduced personal accomplishment and depersonalization. Results of the t test indicate that reduced personal accomplishment and emotional exhaustion significantly contribute to predicting organizational integration. The regression equation for predicting organizational integration is as follows: Organizational Integration= 3.588 + .189 emotional exhaustion + .024 depersonalization + . 188 reduced personal accomplishment.
There was negative and low correlation between emotional exhaustion and environmental integration (r=-.240) but when the other variables were controlled. the correlation between the variables was calculated to be (r=-.108). There was negative and low correlation between depersonalization and environmental integration (r=-.222) but when the other variables were controlled. the correlation between the variables was calculated to be (r=-.056). There was positive and low correlation between reduced personal accomplishment and environmental integration (r=.264)
but when the other variables were controlled, the correlation between the variables was calculated to be (r=.159). A combination of emotional exhaustion, depersonalization and reduced personal accomplishment significantly predict environmental integration (R=.304; R2=.093; F=13.533; p<.01); 0.093% of the variance in environmental integration can be predicted from emotional exhaustion, depersonalization and reduced personal accomplishment. According to beta coefficients (P), the weights of predictors on environmental integration were reduced personal accomplishment, emotional exhaustion, and depersonalization. Results of the t test indicate that reduced personal accomplishment and emotional exhaustion significantly contribute to the prediction of environmental integration. The regression equation for predicting environmental integration is as follows: Environmental Integration = 3.421 + .119 emotional exhaustion + .060 depersonalization + .215 reduced personal accomplishment
There was negative and low correlation between emotional exhaustion and organizational identity (r=-.185) but when the other variables were controlled, the correlation between the variables was calculated to be (r=-.060). There was negative and low correlation between depersonalization and organizational identity (r=-.189) but when the other variables were controlled, the correlation between the variables was calculated to be (r=-.050). There was positive and low correlation between reduced personal accomplishment and organizational identity (r=.246) but when the other variables were controlled, the correlation between the variables was calculated to be (r=.164). A combination of emotional exhaustion, depersonalization and reduced personal accomplishment significantly predicts organizational identity (R=.266; R2=.071; F=10.120; p<.01); 0.071% of the variance in organizational identity can be predicted from emotional exhaustion, depersonalization and reduced personal accomplishment. According to beta coefficients (P) the weights of predictors for organizational identity were reduced personal accomplishment, emotional exhaustion, and depersonalization. Results of the t test indicate that reduced personal accomplishment contributes significantly to the predication of organizational identity. The regression equation for predicting organizational identity is as follows: Organizational identity = 3.413 + .063 emotional exhaustion + .052 depersonalization + .215 personal accomplishment.
There was negative and low correlation between emotional exhaustion and organizational product (r=-.253) but when the other variables were controlled, the correlation between the variables was calculated to be (r=-.140). There was negative and low correlation between depersonalization organizational product (r=-.188) but when the other variables were controlled, the correlation between the variables was calculated to be (r=.004). There was positive and low correlation between reduced personal accomplishment and organizational product (r=.283) but when the other variables were controlled, the correlation between the variables was calculated to be (r=.192). A combination of emotional exhaustion, depersonalization and reduced personal accomplishment significantly predicts organizational product (R=.319; R2=.102; F=15.006; p<.01); 0.102% of the variance in organizational product can be predicted from emotional exhaustion, depersonalization and reduced personal accomplishment. According to beta coefficients (P), the weights of predictors of organizational product were reduced personal accomplishment, emotional exhaustion, and depersonalization. The results of the t test indicate that reduced personal accomplishment significantly contributes to the prediction of organizational product. The regression equation for predicting organizational product is as follows: Organizational product =3.352 + .161 emotional exhaustion + .005 depersonalization + .272 personal accomplishment.
4. Conclusions and recommendations
Teachers feel low levels of emotional exhaustion and reduced personal accomplishment but a high level of depersonalization. Views about teachers' burnout levels differed according to subject taught, gender, academic achievement and work experience. Organizational health was high in organizational leadership, environmental integration, organizational identity, organizational integration and organizational product. All the burnout factors were significantly correlated with all the organizational factors. There was negative correlation between emotional exhaustion and organizational leadership, organizational integration, environmental integration, organizational identity and organizational product; and negative correlation between depersonalization and organizational leadership, organizational integration, environmental integration, organizational identity and organizational product. There was positive correlation between reduced personal accomplishment and organizational leadership, organizational integration, environmental integration, organizational identity and organizational product. Emotional exhaustion and reduced personal accomplishment were the factors that significantly contribute to the prediction of organizational leadership, organizational integration and environmental integration. On the other hand, reduced
personal accomplishment significantly contributes to the prediction of organizational identity and organizational product. Depersonalization did not contribute to the prediction of organizational health.
In this study. it is significant to find that teachers feel low levels of emotional exhaustion and reduced personal accomplishment but high levels of depersonalization. This finding contradicts the widely-held belief that teaching is a profession of love. Depersonalization may lead a teacher to show negative feelings towards students. parents. colleagues and managers. For this reason there is a genuine need for qualitative analysis of the causes of depersonalization. It is also significant to find that school organizations are generally healthy. This is consistent with the finding that both in emotional exhaustion and reduced personal accomplishment burnout levels are low. High levels of burnout in depersonalization could lead one to assume that staff would report lower levels of organizational health (at least for some factors) The findings. however. are contradictory. perhaps because of the nature of schools and the teaching profession. Concepts are likely to have different meanings and be perceived in different ways depending on the situation. experience and characteristics of a person and their profession. For this reason. the findings of many other studies of burnout and organizational health should be analyzed carefully according to the peculiar characteristics of different professions. One of the major implications of the findings of this research is that any increase in depersonalization and emotional exhaustion is likely to have disruptive effects on organizational health. As a consequence. this imposes a serious responsibility on schools to ensure that burnout levels - not only of teachers but also of technical and other staff - should be kept under control.
The correlation between burnout and organizational health was one of the most significant findings of this study. There is a clear need for further empirical and qualitative research into human resources and organizational health. One of the most widely used organizational health inventories. developed by Hoy et al. (1991). concentrated on factors such as teacher affiliation. integrated leadership. resource influence. institutional integrity. and academic emphasis. Although factors such as morale were considered initially. they were subsequently discarded. Research undertaken in Turkey by the writer of this article into the relationship between teacher morale and organizational health showed high positive correlations between the two (Sabanci and Turker. 2008). There are other studies that find significant relationships between teachers' perceptions of school health and the openness of a school's environment (Hoy and Sabo. 1998; Hoy. Tarter. and Kottkamp. 1991). The implication of this discussion is that the causes of organizational health may vary due to context and cultural differences. Overall findings show that organizational health studies require a broader perspective. which includes personal. organizational. national and international characteristics.
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