Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)

Abstract

Recent research on teacher burnout has advanced our understanding of its dimensions and contributing factors. However, the complexity and dynamics of the social working environments in schools has often been neglected in teacher burnout studies, and hence a valid and reliable context-sensitive instrument for studying teacher burnout in terms of social interaction in schools is needed. This study examined the development of the Socio-Contextual Teacher Burnout Inventory (STBI), its validity as well as reliability, among Finnish teachers (n = 2310). The validity and reliability of the items composing the STBI were determined based on the confirmatory factor analysis. The results showed that the correlated three-factor solution and second-order-factor solution fitted the data. More specifically, teacher exhaustion, cynicism towards the teacher community and inadequacy in the pupil-teacher relationship were found to be closely related but separate constructs. The results also supported the main hypothesis that teacher burnout can be examined in terms of interpersonal problems in an individual's transactions with others in the workplace. Therefore the sources of teacher burnout may vary not only between schools but also between the social working contexts within a single school. The instrument introduced in this study is a potentially useful tool for exploring interpersonal teacher burnout.

Burnout em professores universitários do ensino particular

“…Recent studies testify to the importance of the social support perception as a mitigating factor against BS, which demonstrates a predictive relation between these variables (Boujut et al, 2016;Ju, Lan, Li, Feng, & You, 2015;Figueroa et al, 2012;Pietarinen, Pyhältö, Soini, & Salmela-Aro, 2013). Pietarinen et al demonstrate a consistent correlation between the three dimensions of BS and the social context in which teachers live.…”

Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study

“…Two scales for measuring (a) socio‐contextual burnout (nine items) and (b) experienced teacher–working environment fit (six items) have been developed and validated for teachers by the authors (Pietarinen et al ., ,b). However, the hypothesised latent factor structures of the socio‐contextual burnout and teacher–working environment fit scales were separately confirmed in the sample of special education teachers, showing similar construct validity of the scales.…”

“…'s () single‐item stress scale in terms of measuring teachers’ perceived exhaustion. The scale was constructed by specifying the social working environment of experienced exhaustion, cynicism and inadequacy (Pietarinen et al ., ,b). The scale consists of nine items measuring factors of teacher burnout.…”

“…the environment-centred approach to the perceived fit). All items were rated on a seven-point Likert scale ranging from 1 (completely disagree) to 7 (completely agree) (see Pietarinen et al, 2013b).…”

“…This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/ or inadequacy in pupil-teacher relationships (e.g. Pietarinen et al, 2013b). Special education teachers' burdening in their intermediate role weakens the potential of inclusive pedagogy and well-being in the school as a whole.…”