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Abstract

This study examined the unique content of the concept of teacher burnout, focusing on its core meaning and exploring the relations between its components. The research was designed based on facet theory, and data were processed using Smallest Space Analysis (SSA) techniques. 1,592 teachers filled out an adapted form of the Maslach Burnout Inventory (MBI) in which they reported the frequency of their feelings related to burnout. It was found that feelings of frustration, discouragement from work, and a desire to quit teaching constitute the climax of burnout. Depersonalization, followed by emotional exhaustion, were found to be closest in degree of severity to this climax, while feelings of non-accomplishment, were conceptually more distant from this climax. Depersonalization and Emotional Exhaustion were found to be independent of Non-accomplishment, in relation to the climax of burnout.

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Burnout in Teachers: The Concept and its Unique Core Meaning

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