An investigation into burnout in the field of school psychology

The purpose of this study was to examine the unique contributions of (1) personality variables (2) demographic variables and (3) environmental (organizational) variables to the prediction of burnout in school psychologists in Arizona. This study analyzed demographic and personality characteristics of school psychologists in an attempt to determine correlations between these variables and burnout. This study attempted to generate information regarding ways to decrease levels of stress and burnout by reporting personality characteristics that are correlated to low levels of burnout. This study provided needed information to current psychologists as well as training institutions that have a vested interest in the progress and growth of the field of School Psychology. Understanding the relationships of these variables may assist those interested in reducing burnout among school psychologists and formulate intervention programs to decrease the incidence of emotional exhaustion, reduced personal accomplishment and depersonalization of the clients serviced.; Correlational analyses were used to investigate the three research questions. The first question attempted to investigate the relationships between the demographic variables (Age, Highest Degree earned, Grade assigned, Time spent collaborating and number of Psycho-educational evaluation completed per year) and three Burnout variables (Emotional Exhaustion, Reduced Personal Accomplishment and Depersonalization of the clients serviced). The results concluded that there were no significant relationships between these variables.; The second research question investigated the relationships between the variables of the NEO-FFI Personality Inventory (Neuroticism, Extraversion, Openness to Experience, Agreeableness, and Conscientiousness) and the three variables of the Maslach Burnout Inventory. The canonical correlation analyses demonstrated that secure individuals who are generally relaxed under stressful conditions and who are dependable and moderately well organized with clear goals are less likely to depersonalize the students who they work with. The analyses also revealed that easygoing individuals who do not put unrealistic pressure on themselves feel a high level of personal accomplishment in their work place.; The study also suggests that school psychologists who reported themselves as easygoing, not inclined to make plans or schedules, not concerned with demands, putting limited pressure on themselves to perform, appeared to show a relationship with an overall positive self-assessment of his/her occupational effort, abilities, and accomplishments as school psychologist.; The final analysis was a correlational analysis performed between the School Psychology Stress Inventory (SPSI) Item #36, “How stressful is your job overall” and the variables of the Maslach Burnout Inventory. The results indicated that there was a significant correlation between school psychologist who reported high levels of stress and the emotional exhaustion scale of the Maslach Burnout Inventory (MBI). School psychologists who report occupational stressors also report feelings of exhaustion and being overwhelmed, characterized by a loss of psychological and physical energy.