BURNOUT AMONG TEACHERS - AN EMPIRICAL-RES EARCH WITH TEACHERS OF SECONDARY-SCHOOLS IN AUSTRIA

This abstract explores the nature of burnout among Austrian Secondary School Teachers teaching in the ''Hauptschule''. It examines more clos ely the sources of burnout and assists in the development of a concept ual model which aims to explain the relationship of burnout with selec t environmental and personal variables and coping strategies. Twenty s even percent (27%) of the representative sample have high degrees in t he MBI, indicating that these teachers are burned out. Further, there is no difference in the results of burnout between women and men, exce pt that the scores in the dimension depersonalization are higher for m en. The findings of this study also reveal, that with the increase of the length of service in school, teachers feel more exhausted. Results of the multiple regressions indicate that insufficient feedback among teachers, overall work stress, daily hassles and emotional deficiency are the predictors of burnout. Burnout is therefore much more complex than generally assumed. Not only work stress, but rather appraisal of environmental stress variables are the factors leading to burnout. Pr eventive measures dealing with burnout have to be installed in the sch ool system. Further education in burnout management and coping skills are necessary to prevent this syndrome among teachers.