European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 8 │ 2017
doi: 10.5281/zenodo.887393
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION:
A DIFFERENTIAL STUDY
G. Chitra1,
N. Balasubramanian2
Principal, Shivaparvathi Mandradiar College of Education,
1
Palayakottai, Tiruppur District, Tamil Nadu, India
Former Professor and Head, Dept. of Education,
2
Bharathiar University, Coimbatore, India
Abstract:
Descriptive Survey Method has been adopted to collect the required data from the
Principals of the Colleges of Education. In line with Stratified Random Sampling
Technique, 50 Principals of Colleges of Education from three districts of Tamilnadu
state have been chosen for the study. Burnout Inventory for Teachers (Balasubramanian
and Abilash Babu, 2009) was used to collect the required data from the sample chosen
with regard to Burnout scores. The sample is comprised of male and female Principals
with the age range between 30+ and 50 and above working in rural and urban areas.
Descriptive, differential and correlation studies have been adopted to analyze the data.
It is found that there is significant difference at 0.05 level between the means on the
scores of Depersonalization of the Principals of Colleges of Education located at rural
and urban areas. The mean value of the Principals of the urban area has been found to
be greater than that of the those of the rural area. Hence, it is concluded that locality of
the college has certain influence on the Depersonalization of the Principals. It is also
found that there is no significant difference between the means of the scores of the
Principals of Colleges of Education on various dimensions of their Burnout irrespective
of their sex and marital status as well as the locality and type of college of education.
Hence, it is concluded that sex and marital status of the Principals and the location and
type of the colleges have no significant influence on the different dimension of Burnout.
It is also found that there is significant and positive correlation at 0.01 level among the
scores of various components of Burnout of the Principals of Colleges of Education viz.
Emotional Exhaustion, Depersonalization, Reduced Personal Accomplishment and the
Burnout total score. Hence, it is concluded that there has been significant and positive
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
812
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
correlation among the various components of Burnout of the Principals of Colleges of
Education. It means that the sense of wearing out, the emotional separation from the
clients and the feeling of not achieving the set goals among the Principals are mutually
influencing the other. Higher in one component of Burnout will result higher in other
components also.
Keywords: burnout, emotional exhaustion, depersonalization and reduced personal
accomplishment
1. Introduction
Jobs involving some degree of stress, people under stress manage to cope up with the
role being played by them. However, some people are unable to cope up with their role
performance. They give way to suffer psychologically by repeated exposure to stressful
situations. Such people are supposed to be suffering from Burnout, which is a
syndrome that results from prolonged exposure to stress. Researches show that Burnout
consists of three components viz. Emotional Exhaustion, Depersonalization, and
Reduced Personal Accomplishment. Emotional exhaustion is a chronic state of physical
and emotional depletion. Those who are suffering from emotional exhaustion feel
drained, fatigued, and no longer able to cope with the demands of their jobs.
Depersonalization involves the development of callous, cynical attitudes about one s
carrier and work. Those who are experiencing depersonalization feel that nothing they
do has any meaning or value- and that others also feel this way, too. Reduced personal
accomplishment refers to a tendency to evaluate oneself negatively regarding ones
accomplishments at work. Those who are experiencing by it feel they have not
accomplished much in the past- and that they will not succeed in the future, either. This
paper aims at finding out how the Principals of the Colleges of Education differ among
themselves in their burnout related behaviour in terms of certain variables.
2. Need and Significance of the Study
The Principals of the Colleges of Education in Tamil Nadu may experience a range of
interpersonal and task demands in the carrying out their professional roles and
responsibilities in the context of certain conditions in self-financing institutions. The
roles and responsibilities of such Principals tend to be quite stressful to perform
effectively. However, they respond to situations in which they find that the outcomes
are either uncertain or give rise to negative emotional states. The prolonged effect of
their responses to such situations may lead them to face adverse effects on their
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
813
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
commitments. Ultimately, the level of stress experienced by such administrators may
reach a level high enough to be named as Burnout.
The inherent uncertainty and the importance of outcomes are crucial in the
experience of burnout. Numerous researchers (Ganster and Schaubroeck, 1991) have
labeled burnout as a type of stress, specifically a chronic affective response pattern to
stressful work conditions, requiring higher levels of interpersonal contact. Hence, there
is a need for a study investigating how such administrators move in their career and
how they differ from each other in terms of certain variables.
3. Review of Related Literature
Etzion (1986) studied the burnout and coping among professionals. The findings of the
study show that Americans reported feeling more burned out than Israrlis, and women
reported feeling more burned out than men. As for coping, women reported using
indirect and inactive coping strategies more than men, and Americans reported using
them more than Israelis. The pattern of correlation between coping and burnout
suggested that active-direct strategies were more effective in coping with stress than the
inactive and indirect behaviours.
Leiter and Maslach (1988) studied the impact of interpersonal environment on
burnout and organizational commitment. The findings of the study show that
organizational commitment and burnout were related to interpersonal relationships.
High burnout was related to diminish organizational commitment, which was also
related to aspects of the interpersonal environment of the organization.
Mo and Kim-wan (1991) studied teacher burnout among secondary school
teachers. The findings of study show that there is greater burnout among single and
newer teachers, graduate teachers, those undergoing more stress and those lacking
social support. It is also found that teachers with type A personalities suffered less
burnout and the harmful effect of stress.
.
Parker (1995) studied how burnout is related to absenteeism and job
performance in nurses. The findings of the study show that levels of work support and
job stress were both significant predictors of burnout. Higher burnout levels were
significantly associated with poorer self-rated and supervisor-rated job performance,
more sick leave, and more reported absences for mental health reasons
King and Sethi (1997) studied the moderating role of organizational commitment
on the relationship between role stressors and burnout in information system
professionals. The findings of the study revealed that both role stressors were found to
correlate positively with burnout.
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
814
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
Greenglass and Burke (1998) studied the factors contributing to burnout in
women and men teachers. The findings of the study show that men were significantly
higher depersonalization thatn women. It is also found that women experienced
significantly more depression, headaches, and role conflict than their male counter
parts.
Zellars et al., (2000) studied the extent to which dimensions of an individual s
personality have differential effects on the three components of burnout among nurses
working in a hospital. The findings of the study revealed that specific dimensions of
personality do significantly and differentially impact the experience of the three
components of burnout.
Stordeur et al., (2001) studied the leadership, organizational stress, and
emotional exhaustion among hospital nursing staff. The findings of the study show that
stress emanating from the physical and social environment, role ambiguity, and active
management by exceptional leadership were significantly associated with increased
levels of emotional exhaustion. Transformational and contingent reward leadership did
not influence emotional exhaustion.
Long and Gessaroli (2005) studied the relationship between teacher burnout and
perceived coping effectiveness. The findings of the study show that males felt more
burnout than females. Unmarried subjects felt high burnout and life dissatisfaction
compared with married subjects. Absenteeism was related to burnout , but not to
coping factors.
Frendi and Murthy (2007) studied on job related stress and burnout in middle
and secondary school teachers. The findings of the study revealed that job stress and
burnout were positively correlated.
4. Statement of the Problem
‛urnout being a distinctive kind of job related stress negatively affects people s capacity
to function effectively due to loss of physical resources for resisting stress. The review
of studies related to burnout shows that people who are engaged in certain jobs are
especially susceptible to burnout. This is not just a temporary indisposition but an
unhealthy condition that causes an idealistic, productive, enthusiastic worker
discouraged in their profession besides developing uncongenial relationship with their
colleagues and the institutions. Observing the aforesaid phenomenon in mind, the
researchers have taken the study entitled ‛urnout of the Principals of Colleges of
Education: ‚ Differential Study .
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
815
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
4.1 Definition of the Key Term
According to Maslach, burnout is a multidimensional construct of emotional
exhaustion, depersonalization and reduced personal accomplishment that can occur
among individuals who work extensively with others under considerable time
pressures. ‚ccording to Webster s New World College Dictionary (2004), burnout is a
state of emotional exhaustion caused by the stress of one s work or responsibility.
4.2 Objectives of the Study
The objectives of the study are stated as follows:
1. To study the extent of the Burnout of the Principals of Colleges of Education.
2. To study whether gender difference exists in Burnout among the Principals of
Colleges of Education.
3. To study whether significant difference exists in Burnout of the Principals of
Colleges of Education with regard to the type and, locale of the colleges.
4. To study whether significant difference exists in Burnout of Principals of
Colleges of Education with regard to the demographical variables viz. age and
marital.
4.3 Hypotheses of the Study
The study is designed with the following hypotheses:
1. There is significant gender difference in the scores of Burnout (Total and
Dimensions of Burnout) Principals of Colleges of Education.
2. There is significant difference in Burnout (Total and Dimensions of Burnout) of
the Principals of Colleges of Education with regard to the type of the colleges.
3. There is significant difference in Burnout (Total and Dimensions of Burnout)
with regard to the demographical variables viz. age and marital status.
4. There is significant correlation among the different dimensions of Burnout of the
Principals of Colleges of Education.
4.4 Tool Used for Data Collection
Burnout Inventory for Teachers (Balasubramanian and Abilash Babu, 2009) has been
used to collect the required data from the sample chosen. Burnout Inventory for
Teachers contains twenty five items coming under three major dimensions viz.
Emotional Exhaustion, Depersonalization and Reduced Personal Accomplishment
constructed in the Likert format. The sum of the responses for all the twenty five items
provides an indication of one s burnout.
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
816
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
4.5 Scope and Delimitations of the Study
4.5.1 Scope of the study
It is to note that the findings of the study would be useful to the academic
administrators, educationists, teachers, research scholars and the Principals of Colleges
of Education to know the existence of Burnout among their fellow colleagues.
4.5.2 Delimitations of the Study
In spite of taking adequate care to make the study as precise, comprehensive and
objective as possible, certain limitations have adept into the study which are listed as
follows:
1. Though the sample selected for the study is on a stratified random sampling
basis, it represents a few percent of the total population of Principals of Colleges
of Education in Tamilnadu.
2. The sample selected for the study is not a state-wide one, but confined to only
three districts of the state viz. Erode, Tirupur and Coimbatore.
3. Burnout is associated with a large number of variables viz. role conflict, job
satisfaction, I-W locus of control, stress, probabilistic orientation, emotional
competence, psychological well-being, self-efficacy, mental health, etc, Emotional
Exhaustion However, the present study has been delimited to include only three
dimensions viz. Emotional Exhaustion, Depersonalization and Reduced Personal
Accomplishment.
5. Brief Methodology of the Study
Descriptive Survey Method has been adopted to collect the required data from the
Principals of the Colleges of Education. Adopting Stratified Random Sampling
Technique, 50 Principals of Colleges of Education from three districts of Tamilnadu
state have been chosen for the study. Burnout Inventory for Teachers (Balasubramanian
and Abilash Babu, 2009) was used to collect the required data from the sample chosen
with regard to Burnout scores. The sample is comprised of male and female Principals
with the age range between 30+ and 50 and above working in rural and urban areas.
5.1 Analysis of Data
Descriptive, differential and correlation studies have been undertaken for the purpose
of realizing the objectives of the study. Accordingly, mean and SD of the Burnout scores
of the Principals have been computed. In addition to descriptive studies, differential
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
817
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
studies as well as correctional studies have also been taken up availing t tests and
Pearson s Product Moment Co-efficient of Correlation Method respectively.
The details of the data analysis are given as follows:
5.1.1 Descriptive Study
The mean and SD of the Burnout scores of the sample have been computed for the
different dimensions as well as for the total Burnout. The distribution of the said mean
and SD are as given below:
Table 1: Distribution of Mean and SD of the Scores of Different Dimensions of Burnout
of the Principals of Colleges of Education
S.
No
Components
1
2
3
4
Burnout
Mean
S.D.
Emotional Exhaustion
16.86
6.70
Depersonalization
18.24
7.92
Reduced Personal Accomplishment
12.64
5.05
Burnout (Total)
47.74
16.91
From the Table 1, it is found that the scores are normally distributed and the values of
the SD indicate that the sample is heterogeneous in nature.
5.2 Testing of Hypotheses
5.2.1 Differential Studies
In order to test the formulated hypothesis, t tests have been attempted between means
of the scores of the Principals of Colleges of Education categorized in terms of their sex
and marital status as well as locality and type of the institution on the scores of various
dimensions of Burnout. The mean and S.D. of the scores of the various dimensions of
Burnout have already been computed. The results are given in the Table 2
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
818
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
Table 2: Significance of Difference between the Means of the Scores of different Dimensions of
Burnout of the Principals of the Colleges of Education Classified in Terms of their Sex, Marital
Status, Locality and Type of Colleges
S.
Components of
No.
Burnout
Main
N
Mean
S.D.
Male
28
16.39
6.45
Female
22
17.45
7.10
Locality of
Rural
29
16.31
6.03
College
Urban
21
17.62
7.60
Co-Ed.
44
16.77
6.47
Non Co-Ed.
6
17.50
8.87
Married
47
17.00
6.76
Unmarried
3
14.67
6.35
Male
28
17.82
7.40
Female
22
18.77
8.68
Locality of
Rural
29
15.97
5.55
College
Urban
21
21.38
9.63
Co-Ed.
44
17.73
6.93
Non Co-Ed.
6
22.00
13.50
Married
47
18.11
7.95
Unmarried
3
20.33
8.73
Male
28
12.64
5.69
Female
22
12.64
4.21
Locality of
Rural
29
11.45
4.12
College
Urban
21
14.29
5.80
Co-Ed.
44
12.61
5.19
Non Co-Ed.
6
12.83
4.21
Married
47
12.62
5.09
Unmarried
3
13.00
5.29
Male
28
46.86
17.16
Female
22
48.86
16.92
Locality of
Rural
29
43.72
12.18
College
Urban
21
53.29
20.91
Co-Ed.
44
47.11
15.55
Non Co-Ed.
6
52.33
26.35
Married
47
47.72
16.95
Unmarried
3
48.00
16.97
variables
Sex
1
Emotional Exhaustion
Nature of College
Marital Status
Sex
2
Depersonali-zation
Nature of College
Marital Status
Sex
3
Reduced Personal
Accomplishment
Nature of College
Marital Status
Sex
4
Burnout Total
Nature of College
Marital Status
Sub-variables
t
0.54NS
0.65 NS
0.19 NS
0.61 NS
0.41 NS
2.31*
0.76 NS
0.43 NS
0.005 NS
1.91 NS
0.11 NS
0.12 NS
0.414 NS
1.87 NS
0.47 NS
0.023 NS
Significant at 0.05 level.
N.S.: Not Significant.
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
819
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
From the Table 2, it is found that there is significant difference at 0.05 level
between the means on the scores of Depersonalization of the Principals of Colleges of
Education located at rural and urban areas. The mean value of the Principals of the
urban area has been found to be greater than that of the ones of the rural area. Hence, it
is concluded that locality of the college has certain influence on the Depersonalization
of the Principals.
It is also found that there is no significant difference between the means of the
scores of the principals of colleges of education on various dimensions of their burnout
irrespective of their sex and marital status as well as the locality and type of college of
education. Hence, it is concluded that sex and marital status of the principals and the
location and type of the colleges have no significant influence on the different
dimension of burnout.
Having observed the aforesaid findings, the scholars restated the hypotheses that
sex and marital status of the Principals of Colleges of Education and the locality and
type of the institution have little influence on the burnout of the principals.
5.2.2 Correlation Studies
In order to test the hypothesis
There is significant correlation among the different
dimensions of Burnout of the Principals of Colleges of Education , an attempt was made to
find out the inter correlation co-efficient among the scores of various dimensions of
Burnout of the Principals of Colleges of Education. The results are given in the Table 3.
Table 3: Correlation Matrix among the Scores of Different Dimensions of Burnout of
the Principals of Colleges of Education
Components of Burnout
B1
B2
B3
B4
B1
–
0.65*
0.48*
0.84*
B2
0.65
–
0.65*
0.92*
B3
0.65*
0.65*
–
0.79*
B4
0.92*
0.92*
0.79*
–
*Significant at 0.01 level
B1: Emotional Exhaustion;
B2: Depersonalization;
B3: Reduced Personal Accomplishment;
B4: Burnout – Total;
From the Table 3, it is found that there is significant and positive correlation at 0.01
level among the scores of various components of Burnout of the Principals of Colleges
of Education viz. Emotional Exhaustion, Depersonalization, Reduced Personal
Accomplishment and the Burnout total score. Hence, it is concluded that there has been
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
820
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
significant and positive correlation among the various components of Burnout of the
Principals of Colleges of Education. It means that the sense of wearing out, the
emotional separation from the clients and the feeling of not achieving the set goals
among the Principals are mutually influencing the other. Higher in one component of
Burnout will result higher in other components also.
6. Educational Implications of the Study
The educational implications of the study are given as follows:
1. Educational Administrators may take into consideration that burnout hinders
effective administration of the educational institutions.
2. Burnout prevents the effective academic administration and hence, studies
related to effective management of burnout may be encouraged.
3. Counselling sessions may be provided to the academic administrators with a
view to aiding them how to cope up with stress and strain for effective
functioning at the institutional environment.
4. Knowledge of sources of burnout may direct the educational administrators at
the higher level how to provide job satisfaction to the subordinates.
5. Higher the satisfying working environment, higher will be the outcome of the
academic administrators.
7. Suggestions for Further Research
The suggestions for further studies in the area of Burnout are given as follows:
1. The professional involvement and professional advancement of the academic
administrators having different level of Burnout may be studied.
2. The organizational commitment of the educational administrators who are
suffering from different levels of Burnout may be studied.
3. Studies related to self-esteem of the academic administrators suffering from
different levels of Burnout may be taken.
References
1. Balasubramanian and Abhilash Babu (2008) Burnout in Relation to Emotional
Competence and Probabilistic Orientation among Teachers. Unpublished M.Phil.
Thesis submitted to Bharathiar University, Coimbatore
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
821
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
2. Etzion, D. (1986). Sex and culture in burnout and coping among human service
professionals: A social perspective. Journal of Cross-Cultural Psychology, 17, 191209.
3. Frendi, T. & Murthy, P (2007). Job stress and burnout of teacher. Journal of
Vocational Behaviour, 4, 9-12.
4. Greenglass, E. R. & Burke, R. J. (1998). Work and family precursors of burnout in
teachers: sex differences. Journal Sex Roles, 18, 215-229.
5. King, R. C. & Sethi, V. (1997). The moderating effect of organizational
commitment on burnout in information systems professionals. European
6. Leiter, M. P. & Maslach, C. (1988). The impact of interpersonal environment on
burnout and organizational commitment. Journal of Organizational Behaviour, 9,
297-308.
7. Long, P. & Gessaroli, W. (2005). A study of teacher burnout and perceived
coping effectiveness. Journal of Vocational Behaviour, 8, 12-24.
8. Mo, C. & Kim-wan, L. (1991). Teacher burnout: Relations with stress, personality
and social support. Education Journal, 19, 3-11.
9. Parker, P. A. (1995). Burnout, self and supervisor-rated job performance, and
absenteeism among nurses. Journal of Behavioural Medicine, 18, 581-599.
10. Stordeur, S., Hoore, W. D. & Vandenberghe, C. (2001). Leadership,
organizational stress, and emotional exhaustion among hospital nursing staff.
Journal of Advanced Nursing, 35, 533-542.
11. Zellars, K. L. Perrewe, P. L. & Hochwarter, W.A. (2000). Burnout in health care:
The role of the five factors of personality. Journal of Applied Social Psychology, 30,
1570-1598.
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
822
G. Chitra, N. Balasubramanian
BURNOUT OF THE PRINCIPALS OF COLLEGES OF EDUCATION: A DIFFERENTIAL STUDY
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violations and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 8 │ 2017
823