Abstract
Purpose of study. This study sought to assist school administrators in understanding the scope of the problem of burnout in California public school principals by comparing the perceived level of burnout of principals by the type of school (elementary, middle, high school) and enrollment size (0-500, 501-1000, 1001-2000). In addition, the type of burnout symptoms (negative self-concept, antagonism, alienation, withdrawal) reported by principals was investigated. Methodology. The Burnout Assessment Inventory (Jones and Bearley 1986) was sent to 450 principals in California public schools. The data were analyzed to determine in what types of schools, and with what enrollment sizes principal burnout was most prevalent. Findings. The data indicated that no significant difference exists in the perceived burnout levels of principals by size or by type of school. The mean scores for the total burnout level and for the cluster subscale scores were higher than in previous studies, with a wide variance of responses which may indicate a substantial rise in the burnout level of principals over the last few years. Conclusions. Many principals are experiencing high levels of burnout. No significant difference in the perceived burnout levels of principals was indicated by size or type of school, which appears to run contrary to other studies (Koff, et al 1982) and long held suspicions that principals in one type of school experience more stress and burnout than those in the other types. Also, the level of perceived burnout in California public school principals appears to be increasing. Principals rated most highly on the negative self-concept which includes symptoms associated with self-doubt, blaming oneself, feeling guilty, having a sense of failure, feeling impatient with oneself, and feeling discouraged. Principals may be experiencing these feelings due, in part, to the negative press education in California has been receiving during the past decade, collective bargaining strife, and site-based management creating additional responsibility for the principal, but dwindling authority. Burnout is avoidable by keeping perspective on problems and maintaining a balanced lifestyle. With the current emphasis on change in education, the time is ripe to plan for healthier educational environments for the present and future.