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- Maslach Burnout Inventory-Educators Survey
- About Maslach Burnout Inventory-Educators Survey
- Frequently Asked Questions
- Help Us Improve This Article
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About Maslach Burnout Inventory-Educators Survey
Maslach Burnout Inventory-Educators Survey
Christina Maslach, Susan E. Jackson, Richard Schwab
The Maslach Burnout Inventory-Educators Survey (MBI-ES) is a specialized version of the Maslach Burnout Inventory (MBI), originally developed in the 1970s by Christina Maslach and Susan E. Jackson. The MBI-ES aims to assess burnout specifically among educators, including teachers, administrators, and other educational professionals. Burnout, as defined by Maslach and Jackson, is characterized by chronic workplace stress leading to feelings of exhaustion, cynicism, and detachment from one’s job.
The MBI-ES comprises three main components to measure burnout: Emotional Exhaustion (EE), Depersonalization (DP), and Reduced Personal Accomplishment (PA). Respondents self-report their experiences by rating statements related to these components. Higher scores in emotional exhaustion and depersonalization, coupled with lower scores in personal accomplishment, indicate a higher level of burnout.
Maslach Burnout Inventory – Educators Survey (Maslach, Jackson, & Leiter, 1996) was modified leaving a 22-item measure to assess the burnout reported by teachers in terms of frequency of experiences ranging from never (0) to always (6). The 3-factor inventory measures emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment aspects of burnout. This modified version incorporated the change in emotional exhaustion component by excluding item 14 ‘I feel I am working too hard on my job’ from this subscale. Burnout is conceptualized as ranging from low to moderate to a high degree of experienced feelings.
This self-report questionnaire has been widely adopted in research and organizational settings to identify and address burnout issues among educators. The survey’s structure involves respondents providing their level of agreement or frequency with various statements. The resulting scores quantify the degree of burnout experienced by an individual.
The MBI-ES has demonstrated good validity and reliability, making it a trusted tool in educational research and organizational psychology. Its applications include informing interventions, policy decisions, and strategies to create supportive environments for educators, contributing to a better understanding of the factors influencing burnout in the education sector.
Administration, Scoring and Interpretation
Preparation: Before administering the MBI-ES, administrators must familiarize themselves with the survey instrument and its instructions. Ensure that participants understand the purpose of the survey and that their responses will be kept confidential.
Distribution of Surveys: Distribute the MBI-ES surveys to educators, including teachers, administrators, and other relevant personnel. Surveys can be distributed electronically or in print, depending on the preferences and convenience of the participants.
Instructions to Participants: Clearly communicate instructions to participants, explaining how to complete the survey and emphasizing the importance of providing honest and accurate responses. Highlight any specific guidelines for scoring or responding to individual items.
Self-Report Process: The MBI-ES is a self-report questionnaire, meaning participants provide their own responses based on their experiences. Participants are asked to rate their agreement or frequency with statements related to emotional exhaustion, depersonalization, and reduced personal accomplishment.
Scoring: After participants complete the surveys, the responses are scored according to the established scoring guidelines. The scoring process quantifies the level of burnout in each of the three components: emotional exhaustion, depersonalization, and reduced personal accomplishment.
Confidentiality and Privacy: Emphasize the confidentiality of responses to encourage honest and open feedback. Ensure that no personally identifiable information is linked to individual survey responses unless explicitly required for research purposes.
Reliability and Validity
The Maslach Burnout Inventory-Educators Survey (MBI-ES) has demonstrated robust reliability and validity in assessing burnout among educators. Reliability refers to the consistency and stability of the instrument’s measurements over time. The MBI-ES has shown high internal consistency, indicating that the items within each component—emotional exhaustion, depersonalization, and reduced personal accomplishment—are highly correlated, ensuring reliable measurement of burnout. Test-retest reliability studies have also supported the stability of the MBI-ES scores over time.
Validity, on the other hand, pertains to the accuracy and appropriateness of the instrument in measuring the construct it intends to assess. The MBI-ES has undergone extensive validation studies to confirm its construct validity in the context of education. Researchers have conducted factor analyses that consistently support the three-factor structure of emotional exhaustion, depersonalization, and reduced personal accomplishment. Moreover, the MBI-ES scores have shown meaningful correlations with related constructs such as job satisfaction, providing evidence of convergent and discriminant validity.
Kokkinos, C. M. (2006). Factor structure and psychometric properties of the Maslach Burnout Inventory‐Educators Survey among elementary and secondary school teachers in Cyprus. Stress and Health: Journal of the International Society for the Investigation of Stress, 22(1), 25-33.
Maslach, C., Jackson, S. E., & Schwab. R. (n.d.) Maslach Burnout Inventory – Educators Survey (MBI-ES) – Assessments, tests. Mind Garden. www.mindgarden.com/316-mbi-educators-survey.
Frequently Asked Questions
Q: What is the Maslach Burnout Inventory-Educators Survey (MBI-ES)?
A1: The MBI-ES is a tool designed to assess burnout specifically among educators, including teachers and administrators.
Q: What does the MBI-ES measure?
A2: The MBI-ES measures burnout through three components: emotional exhaustion, depersonalization, and reduced personal accomplishment.
Q: How is the survey administered?
A3: The MBI-ES is a self-report questionnaire where educators rate their agreement with statements related to burnout.
Q: What is the purpose of the MBI-ES?
A: The survey helps identify and address burnout issues in education, informing interventions and policies to support educator well-being.
Q: Is the MBI-ES reliable?
A: Yes, the MBI-ES has demonstrated high reliability, indicating consistent measurements of burnout over time.
Q: Does the MBI-ES have validity?
A: Yes, the MBI-ES has strong construct validity, supported by factor analyses and correlations with related constructs.
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