Perceived Role Conflict, Role Ambiguity, and Teacher Burnout

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Abstract
This study of 469 classroom teachers examined the relationship of role conflict and role ambiguity to teacher burnout. Three aspects of burnout were examined: feelings of emotional exhaustion, depersonalization or negative attitudes toward students, and feelings of a lack of personal accomplishment. Two of the more important findings were: (1) role conflict and role ambiguity explained a statistically significant amount of variance infeelings of emotional exhaustion and depersonalization, and (2) role conflict and role ambiguity differed in their relationships to the three aspects of burnout. Suggestions for minimizing role conflict and role ambiguity as well as recommendations for future research are presented.

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