A STUDY OF THE RELATIONSHIP BETWEEN TEACHER BURNOUT AND THE LEADERSHIP STYLE OF THE PRINCIPAL, AS PERCEIVED BY THE TEACHER

Purpose of the Study. The purpose of the study was to determine the relationship between teacher burnout and the leadership style of the principal, as perceived by the teacher. This study also determined if significant differences on burnout measures existed between the teachers\u27 sex, age, and length of service. Methodology. Two questionnaires, Leader Behavior Description Questionnaire and Clouse-Whitaker Career Attitude Inventory--A Self-Analysis in Career Burnout, were administered to teachers from ten randomly selected Middle Tennessee public, elementary schools with fifteen to twenty-five teachers each. Findings and Conclusions. Several findings and conclusions were revealed: (1) Significant relationships were observed between teacher burnout and the perceived leadership style of the principal. Teacher enthusiasm was positively related to each of the two leadership styles; however, teacher frustration and alienation were negatively related to each of the two styles. Teachers in schools with principals who demonstrated high levels of Initiating Structure behavior or Consideration behavior were enthusiastic. Teachers in schools with principals who demonstrated high levels of Initiating Structure behavior or Consideration behavior experienced fewer symptoms of frustration and alienation. Teachers in schools with principals who demonstrated low levels of Initiating Structure behavior or Consideration behavior were prone to feelings of frustration and alienation. (2) Sex and age of the teacher were not significantly related to teacher burnout. The small sample size of males did not, however, lead to valid conclusions regarding sex and burnout. (3) The tenure of the teacher was positively related to teacher enthusiasm. Teachers with less than one year of service were most enthusiastic followed by teachers with 1-6 years. Teachers with 7-12 years were least enthusiastic. Length of service was not significantly related to teacher frustration and alienation. This research should encourage principals to exhibit high levels of either Initiating Structure behavior or Consideration behavior. The research should also aid teachers and principals to recognize the age and years of service wherein teacher enthusiasm, frustration and alienation are most likely to occur. Recognizing these facts, teachers and principals may act to increase the occurrence of teacher enthusiasm and reduce the occurrence of teacher frustration and alienation