An Investigation of the Relationship between Counselor's Ratings of Their Principal's Leadership Style and Counselor Burnout in the Public-School System

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Autor/in	Lozano-Chapa, Maria Mayte
Titel	An Investigation of the Relationship between Counselor's Ratings of Their Principal's Leadership Style and Counselor Burnout in the Public-School System
Quelle	(2017), (108 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Our Lady of the Lake University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-9633-8
Schlagwörter	Hochschulschrift; Dissertation; Correlation; School Counselors; Burnout; Principals; Public Schools; Elementary Schools; Middle Schools; High Schools; Questionnaires; Leadership Styles; Transformational Leadership; Measures (Individuals); Counselor Attitudes; Multiple Regression Analysis; Age Differences; Gender Differences; Ethnicity; Racial Differences; Educational Attainment; Experience; Predictor Variables; Texas; Multifactor Leadership Questionnaire; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Korrelation; School counselor; Beratungslehrer; Pädagogischer Berater; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Principal; Schulleiter; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Fragebogen; Führungsstil; Messdaten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ethnizität; Rassenunterschied; Bildungsabschluss; Bildungsgut; Erfahrung; Prädiktor
Abstract	This study examined the relationship between principals and counselor burnout in the public-school system. There were 109 elementary, middle school, and high school counselors from the Region One Area in the Rio Grande Valley who took part in this study. Participants completed a Demographic Questionnaire to obtain information on the school counselors, the "Multifactor Leadership Questionnaire" (Bass & Avolio,1994) to determine their principal's leadership style from the counselor's perception, and the "Maslach Burnout Inventory" (Maslach & Jackson, 1981) for the purpose of measuring the counselor's burnout. Multiple Regression was used as the main statistical method to determine if there was a relationship between leadership style (Transformational, Transactional, Passive avoidant) and counselor burnout (Emotional Exhaustion, Depersonalization, Personal Accomplishment) when controlling for age, gender, ethnicity, education, and years of experience. Education was not used in the final analysis due to lack of variability. In this study, age, gender, ethnicity, and Transactional Leadership were not predictors of burnout. Transformational Leadership, however; was significant for Emotional Exhaustion when bivariate correlations were run. There was a significant, negative, moderate relationship between Transformational Leadership and Emotional Exhaustion and there was also a significant negative strong relationship between Transformational Leadership and Passive Avoidant Leadership. The results of the multiple regression analysis indicated that Passive Avoidant Leadership was a significant predictor of Emotional exhaustion and Depersonalization. The more Passive Avoidant Leadership style the principal showed, the more Emotional Exhaustion and Depersonalization the counselor's experienced. Years of experience and Passive Avoidant Leadership were both significant predictors of Personal Accomplishment. The more years of experience the counselor had, the more personal accomplishment the counselor experienced. The less Passive Avoidant Leadership the principal showed, the more personal accomplishment the counselor experienced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01