Burnout and Job Satisfaction in Practicing School Psychologists

Abstract

The purpose of this study was to identify the primary variables associated with burnout among practicing Midwest school psychologists. More specifically, the purpose was to determine if the same variables that correlated highly with Illinois school psychologists’ burnout levels in a 1994 study by Niebrugge and a 2004 study by Hoffman have held constant over the last two decades. Additionally, the varying roles of school psychologists and how they have impacted burnout and job satisfaction were addressed by identifying differences between ideal and actual role involvement. Survey materials used included the Maslach Burnout Inventory, 4th edition, a Job Satisfaction and Demographic Questionnaire, and a specially designed Roles Inventory. Forty-five practicing Illinois school psychologists completed the study. Results of the current study are consistent with 1994 and 2004 studies, although the data suggest increasing rates of emotional exhaustion and decreasing feelings of personal accomplishment related to the occupation. Job satisfaction and the Emotional Exhaustion component of burnout were highly related, as were job satisfaction and job location. An overall goal of this study was to promote attention to preventing burnout in the field of school psychology with school administrators and school psychology training programs as target audiences.

Date of Award	2025
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Anne Walk (Supervisor)