Masters Theses

Date of Award

8-1984

Degree Type

Thesis

Degree Name

Specialist in Education

Major

Educational Psychology

Major Professor

L. M. DeRidder

Committee Members

Thomas George, Jean Schindler

Abstract

The variables locus-of-control and burnout have been systematically related in previous research studies. External locus-of-control individuals have generally reported a higher degree of personal burnout than Internals. Educational level has also been related to different degrees of self-reported burnout. In previous studies secondary teachers have reported significantly higher levels of personal burnout than elementary grade teachers. The present study investigates whether locus-of-control or educational level is more of a determinant in teachers' self-reported levels of personal burnout. Data were collected from 101 teachers who comprised the staffs of three elementary schools, two junior high schools, and two senior high schools. The Levenson Internal/External Locus-of-Control Scales and the Maslach Burnout Inventory (MBI) were used as research measures. The data from teachers at the three educational levels was then compared with an analysis of variance to determine if significant differences existed on levels of self-reported burnout on the three scales of the MBI (Depersonalization, Personal Accomplishment, and Emotional Exhaustion). Teachers were then split into High External L-C and High Internal L-C and again compared with cohorts from the different educational levels on the MBI variables.

The initial results showed that teachers' perceived sense of personal burnout does significantly increase from the elementary to the high school levels. The additional analyses of differences between High Externals and High Internals indicated that educational level appears to be more of a determinant than locus-of-control in defining a sense of personal burnout. Both High Externals and High Internals reported higher levels of personal burnout than their cohorts at the elementary and junior high school grades. The results are discussed relative to burnout prevention information for administrators as well as the implications for pre-service and inservice training of teachers. Suggestions for future research are also discussed.

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