A LONGITUDINAL STUDY OF BURNOUT IN TEACHERS

S ummary . The purpose of this study was to look at burnout over one school year. Six hundred and forty teachers in 80 middle, upper, high schools and sixth form college in one Local Education Authority were sent a questionnaire in September, 1987, February, 1988 and June, 1988. Each questionnaire contained the Maslach Burnout Inventory to assess burnout at three stages of the year, as well as other scales unique to that questionnaire. Results showed no significant correlations nor differences between burnout at the three times of year, although for most teachers highest burnout was found in February. Profile analysis showed more teachers increased than decreased burnout over the year. A large percentage stayed at the same level. Some teachers showed a different pattern over the year. The direction of change (if any) was not necessarily the same between the three administrations of the questionnaire. Thus, burnout was not always a process of “wearing down” over time; some teachers rejuvenated over the year. Because there was no consistency in the development of burnout over time, steps cannot be taken to reduce burnout based on an established pattern. Individual ways of reducing or eliminating burnout have to be found.