A comparison of female and male school administrators' burnout levels controlling for perceived social support

Faktöriyel desendeki çalışmanın amacı, okul yöneticilerinin mesleki tükenmişlik düzeylerinin (duygusal tükenmişlik, duyarsızlaşma ve kişisel başarı) cinsiyet değişkenine göre farklılaşma gösterip göstermediğini algılanan sosyal destek değişkenini kontrol ederek incelemektir. Araştırma grubunu Ankara il merkezi ve yedi semtinde yer alan ilköğretim okullarında görev yapan 306 okul yöneticisi oluşturmaktadır. Ölçme aracı olarak Maslach Tükenmişlik Ölçeği ve Çok Boyutlu Algılanan Sosyal Destek Ölçeği kullanılmıştır. Sonuçlar, mesleki tükenmişlik ile çok boyutlu algılanan sosyal destek arasında negatif bir ilişki olduğunu ortaya koymuştur. Bu ilişki ve literatür ışığında sosyal desteğin tükenmişlik puanlarındaki etkisi kontrol edilerek tükenmişlik puanlarında cinsiyet değişkenine göre fark olup olmadığına bakılmasına karar verilmiştir. Sosyal destek değişkeni analize katılmaksızın tek yönlü MANOVA yapıldığında, bağımlı değişkenlerin doğrusal kombinasyonunda Cinsiyet değişkenine göre olan farklılıkların anlamlı olduğu görülmüştür. Sosyal destek kontrol edilerek okul yöneticilerinin mesleki tükenmişlik düzeylerindeki farklar tek yönlü MANCOVA ile incelendiğinde sonuç yine anlamlı bulunmuştur. Sonuçlara göre sosyal destek modele dahil edildiğinde açıklanan varyans değeri yükselmiş ve model daha anlamlı hale gelmiştir. Dolayısıyla sosyal desteğin etkisi kontrol edildiğinde tükenmişlik ortak değişkeninde cinsiyete göre olan farklılıklar daha belirgin hale gelmiştir. Bu bulgu sosyal desteğin tükenmişliği açıklamadaki önemini bir kez daha ortaya koymaktadır. Sonuçları temel alan öneriler araştırmacılar ve okul yöneticileri için sunulmuştur.

Algılanan sosyal destek kontrol edilerek okul yöneticilerinin mesleki tükenmişlik düzeylerinin cinsiyet değişkenine göre karşılaştırılması

The main purpose of the study was to compare burnout levels of school administrators according to gender variable by using social support as a covariate. The sample of the study was 306 school administrators in downtown Ankara and its seven districts. A factorial ANOVA design with covariates was followed in the study. Maslach Burnout Inventory (MBI) and Multidimensional Scale of Perceived Social Support (MSPSS) were used to gather data along with a brief personal information sheet. Results indicated a negative relationship between occupational burnout and social support levels. Therefore, increased social support level tends to correspond with a decrease in burnout level. In the light of this finding and the related literature, it was decided to control the effect of social support on burnout while we look at the differences by gender. First, the school administrators burnout levels are searched through One Way Multivariate Analysis of Variance (MANOVA) for gender. According to the findings, the differences in compound burnout scores which were made up of EE, D, and PA were explained by gender. Again, using gender as a moderator, One Way Multivariate Analysis of Covariance (MANCOVA) was conducted to see whether social support would significantly predict the dependent variable (compound burnout level). Results indicated that social support was indeed a significant covariate, including social support in the model, the variation accounted for by the model had increased while the error variance decreased. Also, including social support to see the differences between the compound dependent variable produced more clear differences. Therefore, it can be concluded that social support can be used to explain the differences in school administrators occupational burnout levels. Suggestions based on the results were provided for administrators and researchers.

PDF

___

Altay, B., Gonener, D., & Demirkıran, C. (2010). Bir Üniversite Hastanesinde Çalışan Hemşirelerin Tükenmişlik Düzeyleri ve Aile Desteğinin Etkisi. Fırat Tıp Dergisi, 15(1), 10-16.
Altay, M (2007). Okul Yöneticilerinin Mesleki Tükenmişlik Düzeyleri ve Çok Boyutlu Algılanan Sosyal Destek Düzeyleri Arasındaki Ilişki. Yayımlanmamış Yüksek Lisans Tezi. Gaziosmanpaşa Üniversitesi Sosyal Bilimler Enstitüsü, Tokat.
Antoniou, A. S., Polychroni, F., & Viachalkis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high school teachers in Greece, Journal of Managerial Psychology, 21, 682-690.
Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2002). Validation of the Maslach Burnout Inventory- General Survey: An internet study. Anxiety Stress Coping, 15(3), 245-260.
Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14(4), 413-445.
Başol, G., & Altay, M. (2009). Eğitim Yöneticisi ve Öğretmenlerin Mesleki Tükenmişlik Düzeylerinin Cinsiyet Değişkenine Göre İncelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 15(58),191-216.
Başol, G. (2008). Validity and reliability of Multidimentional Scale of Perceived Social Supportrevisited, with a Turkish sample. Journal of Social Behavior and Personality, 36(1), 1303- 1314.
Beehr, T. A. (1985). The role of social support in coping with organizational stress. In R.A Beehr, & R.S. Bhagat (Eds.), Human stress and coping in organizations: An integration perspective. New York: Wiley.
Bisschop, M. I., Kriegsman, D. M., Beekman, A. T., & Deeg, D. J. (2004). Chronic diseases and depression: The modifying role of psychosocial resourse. Social Science Medicine, 59(4), 721-33.
Bonfiglio, D. (2005). The interaction of dispositional optimism and social support in the moderation of cardiovascular responses to acute psychological stress. Unpublished Ph.D. dissertation. Ohio State University, Columbus, OH.
Brake, T. H., Bloemendal. E., & Hoogstraten, J. (2003). Gender differences in burnout among dutch dentists. Community Dental Oral Epidemiol, 31(5), 321-7.
Breso, E., Schaufeli, W., & Salanova, M. (2010). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339-355.
Brewer, E. W., & Clippard, L. F. (2002). Burnout and job satisfaction among student support services personnal. Human Resource Develeopment Quarterly, 13(2), 169-186.
Budak, G., & Sürgevil, O. (2005). Tükenmişlik ve Tükenmişliği Etkileyen Örgütsel Faktörlerin Analizine Ilişkin Akademik Personel Üzerine Bir Uygulama. Dokuz Eylül Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 20(2), 95-108.
Cheuk, A. W. H., Wong, K. S., & Rosen, S. (1994). The effects of spurning and social support on teacher bournout. Journal of Social Behaviour and Personality, 9(4), 657-664.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 5, 300-314.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cordes, C. L., & Dougherty, T. W. (1993). A review and an integration of research on job burnout. Academy of Management Review, 18(4), 621-656.
Durr, A. J. (2008). Identifying teacher capacities that may buffer against teacher burnout. Columbus, OH: The Ohio State University. Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Durr%20Anthony%20John.pdf?osu1227554195
Eker, D., Arkar, H., & Yaldız, H. (2001). Çok Boyutlu Algılanan Sosyal Destek Ölçeğinin Gözden Geçirilmiş Formunun Fak Tör Yapısı, Geçerlik ve Güvenirliği. Türk Psikiyatri Dergisi, 12(1), 17-25.
Erçelebi, H. (1997). İlkokul Öğretmenlerinin Mesleki Doyumu. Yaşadıkça Eğitim, 50, 13-15.
Ergin, C. (1992). Doktor ve Hemşirelerde Tükenmişlik ve Maslach Tükenmişlik Ölçeğinin Uyarlanması. VII. Ulusal Psikoloji Kongresi Bilimsel Çalışmaları El Kitabı, 143-154.
Farber, B. A. (1984). Stress and burnout in suburban teachers. Journal od Educational Research, 77(6), 325-331.
Freudenberger, H. J. (1977). Burnout: Occupational hazard of the child care worker. Child Care Quarterly, 56, 90-99.
Freudenberger, N. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.
Friedman, I. (2000). Burnout: shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595606.
Gorgievski, M., & S. Hobfoll (2008). Work can burn us out or fire us up:conservation of resources in burnout and engagement. Handbook of stress and burnout in health care. J. Halbesleben. New York, Nova Science Publishers: 7-22.
Graf, L. W. (1996). Superintendent burnout in the public schools: A study of demographic and enviromental variables and their effects on the school superintendent. Dissertation Abstract International, 57(8), 3337 A.
Graf, L. W. (1996). Superintendent burnout in the public schools: A study of demographic and enviromental variables and their effects on the school superintendent. Dissertation Abstract International, 57(8), 3337 A.
Greenglass, E.R., Burke, R. J., & Konarski, R. (2006). Components of burnout, resources, and gender-related differences. Journal of Applied Psychology, 28(12), 1088-1106.
Greenglass, E.R. (1991). Burnout and gender: The theoretical and organizational implications. Canadian Psychology, 32, 562-74.
Greenglass, E.R. (1991). Psyhological implications of sex bias in the work place. Academic Psychology Bulletin, 7, 227-240.
Güler, M. (1990). Endüstri işçilerinin iş doyumu ve iş verimine depresyon, kaygı ve diğer bazı değişkenlerin etkisi. Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara.
Halbesleben, JR. (2011). Sources of social support and burnout: a meta-analytic test of the conservation of resources model. Journal of Applied Psychology, 91(5), 1134-45.
Houkes, I., Winants, W., Twellaar, M., & Verdonk, P. (2011). Development of burnout over time and the causal order of the three dimensions of burnout among male and female Gps. A three way panel study. BMC Public Health, (11), 240. 1-13.
Hupcey, J. E. (1998). Social support: Assessing conceptual coherence. Qualitative Health Research, 8, 304-318.
Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of college Student Development, 44(3), 291-303.
Khan, A., & Achour, M. (2010). Social support and religiosity as coping strategies for reducing job stress. International Conference on Busines and Economics Research. Vol.1 (2011) IACSİT Press Kuala Lumpur, Malasia.
Kırılmaz, A., Çelen, Ü., & Sarp, N. (2002). İlköğretimde Çalışan Bir Öğretmen Grubunda Tükenmişlik Durumu Araştırması. Retrieved on March 25,2013 from http://ilkogretimonline. org.tr/vol2say1/v02s01a.pdf
Kim Wan, M.O. (1991). Teacher burnout: Relations with stress personality, and social support. Educational Journal, 19(1), 3-11.
Kokkinos, C. M. (2006). Factor structure and psychometric properties of the Maslach Burnout Inventory: Educators survey among elementary and secondary school teachers in Cyprus, Stress and Health, 22, 25-33.
Kyriacou, C. (1987), Teacher stress and burnout: An international review. Educational Research, 29, 146-152.
Labone, E. (2002). The Role of Teacher Efficacy in the Development and Prevention of Teacher Burnout.Paper presented at the annual meeting of the Australian Association for Research in Education, Australia. Retrieved on March 20, 2013 from http://www.aare.edu.au/02pap/ lab02593.htm.
Leiter, M.P. & Maslach, C. (2005). Banishing Burnout: Six Strategies for Improving Your Relationship With Work (San Francisco: Jossey-Bass).
Maslach, C., & Leiter, M.P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93, 498512.
Maslach, C., & Leiter, M. P. ( 2005). Reversing burnout: How to rekindle your passion for your work. Stanford Social Innovation Review, Winter 2005. Retrieved from http://wellmd. stanford.edu/documents/Reversing%20Burnout.pdf on March 26, 2013.
Maslach, C., & Jackson, S. E. (1985). The role of sex and family variables in burnout. Sex Roles, 12(7-8), 837-851.
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(1), 99113.
McCarthy, C. J., Lambert, R. G., ODonnell, M., & Melendres,L. T. (2009). The relation of elementary Teachers experience, stress, and coping resources to burnout symptoms. The Elementary School Journal, 109(3), 282-300.
McLeod, S. A. (2007). Maslows Hierarchy of Needs. Retrieved on March 20, 2013 from http:// www.simplypsychology.org/maslow.html
Pastore, D.L. & Judd, M. R. (1993). Gender differences in burnout among coaches of womens athletic teams at 2-year colleges. Sociology of Sport Journal, 10, 205212.
Penninx, B. W., Tilburg, T., Boeke, A. J., Deeg, D. J., Kriegsman, D. M., & Eijk, J. T. (1998). Effects of social support and personal coping resources on depressive symptoms: Different for various chronic disease. Health Psychology, 17(6), 551-8.
Potter, B. (2005). Symtoms of burnout. Retrieved on March 20, 2013 from http://www.docpotter. com/boclass-2bosymptoms.html
Purvanova, R. K., & Muros, J. P. (2010). Born to burnout: A meta-analytic path model of personality, job burnout, and work outcomes. Journal of Vocational Behavior, 76(3), 487-506.
Russell, D. W., Altmaier, E., & Velzen, D. (1987). Job- related stress, social support and burnout among classroom teachers. Journal of Applied Pschology, 72(2), 269-74.
Sari, H. (2004). An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers, and the factors affecting burnout. Educational Studies, 30, 291-306.
Sarros,J.C., & Sarros, A.M. (1992). Social support and teacher burnout. Journal of Educational Administration, 30(1), 55-70.
Sastry, N, and Pandey, S. (2000). Women employees and human resource management. Hyderabad Thakur, Atanu: University Press,
Sayıl, I., Haran, S., Ölmez, Ş., & Özgüven, H. D. (1997). Burn-out in medical doctors and nurses of Ankara University medical school. Kriz Dergisi, 5(2), 71-77.
Schaufeli, W., Enzmann, D., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. London: Taylor&Francis Group.
Shao, L., & Gao, F. (2005). Research on the relationship between job burnout and social support among primary and middle school teachers. Journal Shandong Normal University (Social Science Edition).
Stevens, J. (1996). Applied multivariate statistics for social sciences (Third Edition). NJ: Lawrance Erbaum Associates.
Timms, C., Graham, D., & Caltabiano, M. (2006). Gender implications of perceptions of turstworthiness of school administration and teacher burnout/stress. Australian Journal of School Issues, 41(3), 343-358.
Torun, A. (1995). Tükenmişlik, Aile Yapısı ve Sosyal Destek Ilişkileri Üzerine Bir Inceleme. Yayımlanmamış doktora tezi, Marmara Üniversitesi, İstanbul.
Zhongying, S. (2008). Currnet situation of job burnout of junior high school teachers in Shangqiu urban areas and its relationship with social support. Front Education China, 3(2), 295-309.
Zimet, G., Dahlem N., Zimet, S., & Farley, G. (1988). The Multidimensional Scale of Perceived Social Support. The Journal of Personality Assessment, 52(1), 30-41.