Validity and Reliability of the Maslach Burnout Inventory for a Sample of Non-Western Teachers

Abstract

In order to assess the construct validity and reliability of the Maslach Burnout Inventory (MBI) in a Non-Western setting, the instrument was administered to 223 Jordanian teachers. Responses to the MBI were subjected to principal factors analysis. Three factors, rotated obliquely, accounted for 42% and 43% of the total variance of the frequency and intensity dimensions, respectively. The correlations between these two dimensions for each of the three subscales were rather large and ranged from .84 and .92. The findings tend to support the contention of past researchers that the Depersonalization subscale can be broken into two subscales. However, the support was only partial. Reliabilities were also cornputed for the subscales and found acceptable. They ranged from .71 to .84.

Students School Burnout Inventory: Development, Validation, and Reliability of Scale

“…In conclusion, we can say that our scale, which has 4 components, has not only a good validity but also a great reliability. These findings are in line with the conducted studies of some researchers (16, 23-26) (1988), while inconsistent with others (19)(20)(21) due to the fact that they found a 2 factor structure.…”

“…The result clearly supported the 3 factors structure of burnout. Other studies have found a 2 factor structure (19)(20)(21)(22), while a 4 factor structure has been showed by other researchers (23)(24)(25)(26). According to these research results, it can be concluded that burnout is a complex phenomenon with a multi-factorial structure.…”

Re‐thinking burnout

“…In fact, Walkey and Green (1992; also see Green et al, 1991) found that depersonalization combined with emotional exhaustion to form what they viewed as the core of burnout. The study of teachers by Iwanicki and Schwab (1981) found depersonalization split into two factors which they classi®ed as job-related and student-related (also see Abu-Hilal and Salameh, 1992;Garden, 1987). , recommended further psychometric development of depersonalization and, therefore, the following proposition will be investigated:…”

Optimism and pessimism of physical education and nonphysical education students: Invariance of structure

“…On one hand, EFA has an inherent limitation in which the number of factors can be specified a priori, but the pattern of factor loadings cannot be controlled. Several other studies in which EFA has been employed have yielded a pattern of shifting items (e.g., Abu-Hilal & Salameh (1992). On the other hand, the shifting items occurred in the smallest sample.…”