| dc.description.abstract | The aim of this survey is to: • determine the nature of burnout according to contemporary theories and empirical findings; • determine the contributive and causal factors, symptoms and results of burnout; • investigate methods through which burnout can be identified, prevented and/or copied with; • identify the occurrence of burnout as experienced by principals of primary and secondary schools; • provide guidelines for principals to enable them to identify, prevent and/or cope with burnout.
In an attempt to achieve the objectives of this study a literature study and empirical
investigation were conducted. From the literature study burnout appears to be a multidimensional (psycho-biosocial)
syndrome that consists of the basic components of emotional, physical and cognitive exhaustion, depersonalization, reduced personal accomplishment and a deviation from the normal behaviour pattern. The exhaustion originates especially from sustained negative stress related job circumstances, depersonalization occurs as
a result of relationship facets of the individual and reduced personal accomplishment is primarily related to the individual's self-concept. Further all the above mentioned components lead to certain characteristic changes in behaviour.
Burnout is a syndrome that occurs on all the levels of a profession where the individual (i.e. principal) has to work with other people (i.e. teachers, parents, scholars, authorities and the general public). The causes (variables) and symptoms of burnout coincide with the basic components of burnout. The causes of burnout are mainly attributed to interpersonal and organizational variables. Burnout results in certain negative implications for the organization with relation to the quality of work that is delivered, health problems that lead to financial implications for the individual and the organization, and other negative implications, for example a deficiency in a quality existence for the individual. An awareness of burnout, a knowledge on burnout, methods through which burnout can be identified on an individual and organizational level, and an awareness of the mutability and continuousness of the variables of burnout, are prerequisites for the handling of burnout. Direct-active, indirect-active, direct-inactive and indirect-inactive coping mechanisms can be applied to handle burnout on an interpersonal level. Direct-active coping mechanisms can also be applied on organizational level for the handling of burnout. Active coping mechanisms for burnout appear to be more successful on the long term than inactive coping mechanisms which only offer temporary relief. Psychiatric coping methods have to be applied if the individual has reached the final phases of burnout. The "Maslach Burnout Inventory" (MBI) was used to determine burnout amongst school principals. The investigation portrayed that approximately one third of the school principals experienced a high degree of burnout and one third experienced a mild degree of burnout. Biographical and demographical variables which had influence on the degree of burnout as experienced by principals were the chronological age of the principal, the language medium and the socio-economic status of the schools with which the principal was associated and the geographical area in which the school was situated. To effectively cope with burnout, principals should identify their own levels of
burnout. Due to the fact that the components, causes and symptoms of burnout correlate with one another, coping mechanisms can be selected from the basic
components, and/or the causes, and/or the symptoms of burnout. A thorough knowledge of burnout will enable the principal to identify burnout in time to prevent it, rather than to have to cope with it or receive treatment for it at a later stage. | en_US |
