Existential fulfillment and burnout among principals and teachers

By W. Tomic, E. Tomic. 2008

77 citations recorded by the source corpus.

The aim of the current study was to determine the prevalence of burnout in primary education teachers and primary school principals and to explore the relationship of existential fulfillment to self‐reported burnout scores. Random samples of 215 teachers and 514 principals participated in a cross‐sectional study using an anonymous, mailed survey. Two questionnaires were used in both studies. The Dutch version of the Maslach Burnout Inventory for teachers was used to assess the teachers’ and principals’ burnout level. Second, existential fulfillment was measured by the Längle, Orgler and Kundi Existence Scale. The results of the present study indicated that teachers’ and principals’ existential fulfillment is related to their burnout level. Lack of existential fulfillment was an important burnout determinant. Unfortunately, this concept has been neglected to date. Existential fulfillment may be a significant and usable point of departure for devising psychological interventions aimed at teachers and principals.

Subfields: Clinical Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/eb9b417053871d97afd3a13c90117e2fee195d65

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In Clinical Psychology

In General Health Professions

Citations in the corpus

Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit (2012, background): “Burnout is thus associated with decreased job performance, reduced job commitment (Tomic and Tomic 2008) and stress-related health problems (Maslach et al.”
Effects of support on stress and burnout in school principals (2016, background): “In the few studies that examined the relationship between social support and burnout in principals, it was found that those who are less isolated are less likely suffer from burnout (Tomic and Tomic 2008; Stephenson and Bauer 2010).”
School Leadership Burnout and Job-Related Stress: Recommendations for District Administrators and Principals (2021, background): “Similarly, burnout relates to personal and professional experiences and values specific to individual principals (Tomic and Tomic 2008).”
How to mobilize social support against workload and burnout: The role of organizational identification (2018, background): “Teachers generally start their careers in an enthusiastic way, dedicating their energy and commitment to student achievement, but, at a certain point, many teachers “lose interest, become cynical, and distance themselves from colleagues” (Tomic & Tomic, 2008, p. 12).”