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Perceived Levels of Burnout and Needs Deficiency of English Teachers in Saskatchewan



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The primary purpose of this study was to examine the relationship between the level of burnout and the level of needs deficiency of English teachers in Saskatchewan. Its secondary purposes were to examine the levels of burnout and needs deficiency of English teachers in relation to 13 job-related factors, and to examine the levels of burnout and needs deficiency, as well as the job-related factors, in relation to 13 background variables. The study assumed a sociological stance so that it would be of particular interest to school administrators, who can only hope to improve teaching conditions if they are aware first of those factors related to teaching and the teaching profession which contribute to burnout and needs deficiency. The sample for the study consisted of 250 of the 949 teachers in Saskatchewan who taught English for 3􁪽􁪽 or more of the teaching day. The data for the study were obtained from teachers' answers to a four-part Teacher Burnout and Needs Deficiency Questionnaire sent to them in April, 1985. Part II of this questionnaire, an adaptation of the Maslach Burnout Inventory, measured English teachers' perceived burnout levels. Information on teachers' perceived needs deficiency was obtained from the Porter Need Satisfaction Questionnaire, which was Part III of the Teacher Burnout and Needs Deficiency Questionnaire. Oneway analyses of variance and multiple regression analyses were used to analyze the data. The results of the study supported 17 of 23 hypotheses. The results showed that teacher burnout, particularly as it is manifested by Emotional Exhaustion and Depersonalization, is closely related to the inability of English teachers to fulfill their higher-level needs, especially their need for self-actualization, through their jobs. Moreover, the results suggested that such job-related factors as Role Conflict and Role Ambiguity, Work Overload and Time Demands, the Lack of Promotional Opportunities in Teaching, Student Discipline Problems, the Lack of Participation in Decision Making, the Low Status of the Teaching Profession, the Lack of Administrative Support, the Lack of Parental Support, Public Criticism of Teachers and Education, Staff Conflict, and Isolation in the Classroom frustrate English teachers' attempts to fulfill their upper-level Self-actualization, Autonomy, and Esteem needs, thereby contributing to their sense of Emotional Exhaustion and Depersonalization. The results of this study have important implications for both administrators and teachers.





Master of Education (M.Ed.)


Educational Administration


Educational Administration


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