School restructuring, transformational leadership and the amelioration of teacher burnout

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Abstract
School restructuring processes typically increase teacher stress and the potential for burnout. This study inquired about the contribution of transformational forms of school leadership to the amelioration of burnout in restructuring contexts. Survey responses from a sample of 337 Canadian teachers were used to estimate the value of the variables in a model explaining teacher burnout which included, in addition to leadership, both personal and organizational variables associated with burnout in previous empirical studies. The LISREL 8 analysis of covariance structure aproach to path analysis and maximum likelihood estimates was used to test the model. Results indicated that leadership had a combined direct and indirect effect on burnout of .34, organizational factors .50, and personal factors .15.

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