Burnout among Dutch Teachers: An Mbi-Validity Study

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Abstract
The study investigates the internal consistency as well as the factorial and discriminant validity of the Maslach Burnout Inventory (MBI) in a sample of 326 Dutch secondary teachers. Compared to other teacher samples, the internal consistency of the three subscales (Emotional Exhaustion-EEX, Depersonalization-DEP, Reduced Personal Accomplishment-PAC) is relatively high. Using confirmatory maximum likelihood factor analysis with LISREL, it is shown that the three-factor oblique model fits relatively well compared to various alternative models. As in some other studies, one ambiguous item was identified ("I feel very energetic") that loads on two factors simultaneously (i.e., EEX and PAC). Moreover, burnout can be distinguished successfully from self-reported psychological strain as well as from somatic complaints. Nevertheless, EEX is substantially related to these more general symptoms. Finally, levels of EEX, psychological strain, and somatic complaints are significantly higher compared to Dutch reference groups, whereas levels of DEP and reduced PAC are significantly lower. It is concluded that the MBI is a valid and reliable self-report instrument to assess burnout in a non-English-speaking country like the Netherlands.