title: Longitudinal examination of teachers' burnout in a school district.
abstract: Teachers in a rural school district were administered the Maslach Burnout Inventory three times over a five-year period. Teachers scoring high on emotional exhaustion and low on personal accomplishment were classified as "experiencing burnout." Across the three waves, the proportion of teachers meeting these criteria for burnout were 7%, 11%, and 11%, respectively. By grade, burnout was noted among 3%, 8%, and 9%, respectively, over time for senior high-school teachers; 7%, 7%, and 11% for junior high-school teachers; and 9%, 17%, and 12% for elementary school teachers. Interventions must consider grade-taught and are probably most cost-effective for elementary school. It is important to establish norms across time and across school settings to determine high-risk groups deserving interventions.
authors.affiliation: University of Alabama.
authors.forename: S
authors.initials: S
authors.lastname: Nagy
authors.forename: M C
authors.initials: MC
authors.lastname: Nagy
mesh_terms: D000407:Alabama / Q000453:epidemiology; D002055:Burnout, Professional / Q000453:epidemiology* / Q000523:psychology; D003430:Cross-Sectional Studies; D006801:Humans; D015994:Incidence; D008137:Longitudinal Studies; D010555:Personality Inventory; D012424:Rural Population; D013663:Teaching