!mJ.r.ll\il

llRONNELYS

ANDERSON, M.B. & IWANICKI, E. F. 1984. Teacher mmivation and its rela- tionship to burnout. Educational administration quarterly, 20(2):94-132.

ANON. 1986a. Fonner teachers in America. American educator. 10(2):34-48.

ANON. 1986b. Teaching in trouble. (!n U.S. news and world report of26 May 1986. p. 52-57.)

ARYEE, S. 1993. Dual-eamer couples in Singapore: an examination of work and nonwork sources of their experienced burnout. Human rciatmns.

46(12): 1441-1468, Dec.

BACHARACH, S.B., BAMBERGER, P. & CONLEY, S. 1991. Work-home conflict among nurses and engineers: meditating lhe impact of role stress on burn~

om and satisfaction at work, JQurnal.Jlf organizationaJ behayior, 12:39-53.

BACHARACH, S B. BAUER, S.C. & CONLEY S. 1986. Organizational analysis of stress: the case of elementary and secondary schools. Work and ocCl!pations, 13(1):7-32, Feb.

BARDO, P. 1979. The pain of teacher burnout: a case history. l'hi...!kllil

~. 61(4):252-254, Dec.

BARUCH, G.K., BJENER, L. & BARNETT, R.C. 1987. Woman and gender in research on work and family stress. lirnYio~l:l:\lllQgill, 42(2):130-!36, Feb.

BEARD, P.N.G. 1990. Strategies for teachers in identifying and overcoming stress. South African journal of education, I 0(2): I 09-115, May.

BELCASTRO. P.A. & HAYS. L.C. 1984. Ergophilia ... ergophobia ... ergo ...

burnout? l'I91e;;sional psychology: research and ~. !5(2):260-270.

BELCASTRO, P.A., GOLD, R.S. & HAYS, L.C. 1983. Maslach burnout in- ventory: factor strucrures for samples of teachers meiJOiogical re~.

53:364-366, Oct.

BERG, B.D. !994. Educator burnout revisited: voices from the staff room.

The clearing house, 6?(4):185-188, March/April.

BIGGS, J. 1988. S<ress and the school management team. Neon, 53:44-48, Feb.

- 239-

BLASE, J.J. !982. A socral-psycilological grounded theory of teacher stress and burnout. &lucatiOJial admirtillillliQD quarterly, 18(4):93-lll, FaiL

BLASE, JJ. 1986. A qualitative analysis of sources of teacher stress: consequen- ces for perfonnance. American educatiom!L~ch journal, 23(1): 13-40.

BLASE, JJ. & PAJAK, E. F. 1986.

nal life: a qualitative analysis.

32(4):307-322.

The impact of teachers' work life on perso- _Alberta imrrnaL!li..Jldu£~1ional researcb,

BONDES!O, MJ. & DE WITT, JJ. 1995. Personeelbestuur. (In Vander Westhuizen, P.C., mj. Doeltreffende onderwysbestuur. Pretoria : HAUM.

p.249-359.)

BOONE, E.L !985. Developing programmes in adult education. Englewood Cliffs, N.Y. :Prentice-HaiL 244 p.

BRAUN, S. & HOLLANDER, R.B. 1988. Work and depression among women in the Federal Republic of Germany. Women and health, 14(2):3-26.

BROOKJNGS, J.B., BOLTON, B. BROWN, C.E. & McEVOY, A. !985. Self- reported job burnom among female human service professionals. .!llllrru!Lilf occupational benaviqur, 6(2): 143-150, Apr.

BURKE, RJ. 1988. Some amecedants of work-family conflict. l.!l!lilliJLQf soei.al behavior and personality, 4:287-302.

BURKE, RJ. & GREENGLASS, E.R. 1989. It may be lonely at the top but it's Jess stresful: psychological bumout in public schools. Psycho!mill;.~!:1>.

64:615-623, Apr.

BURKE, RL & GREENGLASS, E.R. 1989. Psychological burnout among men and women in teaching: a.n examination of the Cherniss model. HIDlliill..relations, 42{3):261-273, March.

BURKE, R.J. & GREENGLASS, E.R. 1993. Work stress, role conflict, social support and psychological burnout among teachers. ~bological ,reports, 73:37!-380, Oct.

BUWALDA, R.A. 1990. Stress amongst middle level managers in schools.

Johannesburg : RAU. 286 p. (Dissertation- D.Ed.)

BUWALDA, R.A. & KOK, J.C, 199L Stress amongst middle level managers in schools. The Tra0~ucatjonal_news, 89(1):21, Jan,

BYRNE, B.M, 1993. Investigating causal links to burnout for elementary, inter- mediate and secondary reachers. (Paper presented at the American Educational Research Association annual meeting, San Francisco.) Onowa. 10 p, (Unpu- blished,)

BYRNE, B.M, !994. Burnout: Testing for tire validity, replication and invariance of causal structure across e]ementary, imemledlate and secondary reachers, ~!ldln__C!lill:ruiomll research journ'll. 31(3):645-673, FalL

Ct\LABRESE, R,C, 1987, The principal: an agent for reducing teacher stress.

NA£S!' bulletin, 71(503):66-70.

CAL!TZ, L,P. l98L Vraagstelling as onderwysvaardigheid. Pmhefstroom:

Pro Rege, 72 p,

CARROL, J.F.X. & WHITE, W,L, 1982. Thecry building: intergrating indivi- dual and environmental factors within an ecological framework. (l.n Paine, W ed. Job stress and burnout: re..;;earch, theory and intervention perspecdves"

London : Sage, p, 41-60,)

CASTEEL, J.F. & MATTHEWS, D.B, 1984. Burnou! prevention pmgrams:

a must for staff development. (Paper presemed on 16-20 November at the 9th aflflual National Conference of tile National Council of States on lnservke Education.) Orlando, Fla. 26 p. (t;npublished,)

CHERN!SS, C, 1982. Cultural trends: political. economic and historical roots of the problem. (l!J Paine, W ,S, 1\d, Job stress and burnout: research, theory and intervention perspectives. London: Sage. p, 83-94.)

CICHON, DJ. & KOFF, RR !980, Stress and teaching. M&Sl'..bu!lec\in, 64(434):9!-103, March.

COFFEY, K.R 1985. Solving family and work role problems: an academic department case study, IQut1t'!LOLhome economic.s, 77(1):26-31, Spring, COHEN, J. 1977. Statistical power analysis for the behavioral sciences.

Orlando, Fla, : Academic. 474 p,

COLDICOTT, PJ. 1985, Organizational causes of stress on the individual teacher. Educationa.lm.!lli!.gernem and administration, 13 :9(}-98.

- 241 -

CONLEY, S, BAS-ISAAC, E. & CANO, Y. \992. Teachers' work roles and job stress: catalysts for burnouL (Paper presented at the Occupational Stress Roundtable annual conference of lhe American Educational Research Association, April 1992.) University of Arizona. 19 p. (Unpublished.)

COUPER, M.P., SMIT, P.C., STOKER, DJ. &STRASHEIM, A. 1988. lnJei- ding wt opnamernewdologie. Pretoria: RGN. 217 P-

CROSS, K.P. 1987. The adventures of education in wonderland: imdementing education reform. l:hL\lelta kappan, 68:(4)496-502.

CUNNINGHAM, W.G. !982. Teacher burnout: stylish fad or profound problem. PJallllLng,_an<Jslllile.ing, 12 :219· 244.

DARESH, J.C. 1986. Sources of stress in the principalship. ~.

7(1):27-32, Fait

DEBRUYN, H. E. C. 1994. Strategiese bestuur. Vanderbijlpark: Entrere. 260 p.

DE JAGER, F. 1988. Die uitbrandingsindroom. ~academic~. 3(2):36-49.

DEWE, P. 1986. Burnout- National edu~. 68(4):162-164.

DE WET, H. MONTEITH, J.L.DE K., VENTER, P A. & STEYN, H.S. 1981.

Navorsingsmetodes in die opvoedknnde: 'n lnleiding tot empiriese navorsing.

Durban-Pretoria : Butterworth. 348 p.

DE WITT, J.T. !982. 'n Onderwysbestuursimperatief wat nie Ianger straffeloos negeer kan word nie - die skoolhoof se rol in onderwysbestuur onder die loep, fu!)_d::Afrikaanse tydskdf..yiul!lvoedlrnilliJ:, 2(1): 52-61 _

DE WITT, J.T 1987. Die professionele ui!brandingsindroorn- 'n onderwysbe- stuursperspektief. Suid-Afri_~dskrif vir opvoedkunde, 7(4):264-271. Nov.

DE WITT, J.T. 1995. Die rol van die vrou in onderwysbestuur. (In Vander Westhuizen, P.C., red_ Doeltreffende onderwysbestuur. Pretoria: HAUM. p.

535-612.)

DIGMAN. L.A. 1990. Stra<egic management concepts, decisions, cases.

Boston : Richard D. lrwing. 882 p.

DUNHAM, J. 1986. Helping with stress

(ln

Marland, M., lit- School management skills. London : Heinemann Educational Books. p. 87-108.)

DU TO!T, J.PJ. 1992. Psigiese uitbranding by personeelsrelkundiges in Suid-Afrika. Potchefstroom: P.U. vir CHO. (Verhandeling- MA.) ItO p.

DU TOIT, S.C. 1994. Bestuursfaktore wat die werktevredenheid van die swan onderwyseres beinvloed. Potchefstroom: P.U. vir CHO. (Verhandeling M.Ed.)

1!0 p.

DWORKIN, A.G. 1986. Teacher burnout in the public schools. State University or New York Press. 241 p.

DWORKIN, A.G. 1987. Teacher burnout in the public schools: Structural cau- ses and consequences for children. f_ducational adminjSWlililnal guarterly.

23(1):86-88.

EDELWICH, J. & BRODSKY, A. 1980. Burnout: stages of disillusionment m the helping professions. New York : Human Services Press. 255 p.

EDELWlCH, J. & BRODSKY, A. 1982. Training guidelines: linking the workshop experience to needs on and off !he job. (lu Paine, W.S., J:!l. Job stress and burnout: research, theory and intervention perspec!ives. Beverley Hills : Sage. p. 133-153.)

EHRICH, L.C. 1994. A mentoring programme for women educators. SJ;])QJll

mgaoiwion,

14(1):11-20.

EDUCATION FOUNDATION. 1997. Schooi/Coliege register of needs survey:

Summary statistics. Bloemfontein : UOVS. 110 p.

FARBER, B.A. 1984. Teacher burnout: assumptions, myths and issues.

Teachers colleg~. 86(2):32!-338, Wimer.

FARBER, B.A. 1991. Crisis in education: stress and burnout in the American teacher. San Francisco : Jossey-Bass. 351 p.

FARBER, B.A., ed. 1983. Stress and burnout in the human service professions.

New York : Pergamon. 256 p.

FERREIRA, M.G. 1991. Organisasies!res by die onderwyser in die sekondere skoaL Pmchefstroom : PU vir CliO. (Verhandeling- M.Ed.) 184 p.

FIDLER, B. & BOWLES G., J:!ljj. 1989. Effective local management of schools. Harlow : Longman. 317 p .

• 243 -

FIMIAN, M. 1985. Techniques. ~for_n~mt:;dial educatio..aruld_counseling, l :270-285, April.

FIMIAN, M.J. 1987. Teacher stress: an expert appraisal. Psychology in the

~. 24:5-!3, Jan.

FREUDENBERGER, H.J. 1974. Staff burnout. Journal _ _llfJ!.o£i'llJ.i;.>.~.

30(1) 159-165.

FREUDENBERGER, HJ. 1984. Burnout and JOb dissatisfaction. Hansen, J.C. & Cramer, S.H., ~- Perspectives on work and the family. Rockville, MD : Aspen. p. 64-75.)

GALLUP, A.M. 1988. The 20th annual Gallup poll of the public's atlimdes toward the public schools. Phi delta kalllllUl, 70(1 ):33-46, Sept.

GERDES, L.C. 1972. Is there a place for feminlnity in contemporary society?

Pretoria : Unisa. 185 p.

GILLET, P 1987. Preventing discipline-related teacher stress and burnouL Teachl~~tional children: 62-65, Summer.

GMELCH, WB. &CHAN, W. !994. Thriving on stress for success. Califor·

nia : Corw>n Press Inc. 132 p.

GOLD, Y. l985a. Burnout: causes and solutions. ]1re cl<aring bouse.

58(5):210-212, Jan.

GOLD, Y. l985b. Burnout: a major problem for the teaching profession.

EQucation, 104(3):271-274.

GOLD, Y, & BACHELOR, P. 1988. Signs of burnout are ev.dent for practice reachers during the reachers trairting period. Edl.lcation, !08(4):546-554.

GOLD, Y. & ROTH, R.A. 1993. Teachers managing stress and preventing burnout: the professional health solution. London : The Falmer Press. 207 p.

GOLEMBIEWSKI, R.T. 1982. Organizational development (OD) interventions:

changing interaction, structures and policies. (ln Paine, W.S., ~- lob stress and burnout: research, theory and imervention perspectives. London · Sage. p, 229-253.)

GOLEMBIEWSKI, R.T., MUNZENR!DER, R.F. & STEVENSON, J.G 1986.

Stress in organizations: toward a fase model of burnout. New York ; Praeger.

272 p.

GOLIZEK, A. 1993. 60 second stress management. London : Transworld. I64 p.

GRASHA, A.F. 1987. Short-term coping techniques for managing stress. ~

directions fQLJ5;aching and learning, 29:53-63, Spring.

GREEFF, H.P. & CALlTZ, LP. 1991. Bestuurstrategiee mer die oog op die hamerJng van stres deur die onderwysbestuurders. lill!fJ.li!LJi...Lpedagogic;t, 12(2):14-23.

GREENBERG, S.F. 1984. Stress and the teaching profession. London : P.H.

Brookes Publislnng Co. 175 p.

GRESSE, D.A. 1970. Sosio-pedagogiese verkerming. Kaapstad : luta en Kie.

99 p.

GREYV ENSTEIN, LA. 1989. The development of women for management po- sitions in education. Potchefstroom : P. U. vir CHO. (Proefskrif- D.Ed.) 364 p.

HAMANN, D,L 1990. Burnout: how to spot it, how to avoid it. Music edu:

WQttio.uml!l.

2:30-33.

HANDY, LA. 1988. Theoretical and methodological problems within occupational stress and burnout research. liilltJlln_[ela~. 41(5): 351-369.

HARVEY, R.L. & TAYLOR, G. 1983. Teacher bumom: what the adult educator should know.

Ul<:lillli:.llliu!Jing;_

the ad1.1~. 24-26, May.

HAYWARD, R. 1993. Teacher stress in the primary school: an identification and description of stressors. Educatto!L.bu.lkl!ll, 37(1):3-20, June.

HEINE, E.W. 1992. Unbranding by skoolhoofde. Potchefstroom : PU vir CHO. (Proe!Skrit'- D,Ed.) 265 p.

HILLEBRAND, LH. 1989. Die werksmotivering van die onderwyscres. Por- chefstroom : PU vir CHO, (Verhandeling- lvi.Ed.) 210 p.

HIPPS, E.S. 1992. Development of the measure of educator stress. (Paper pre- sented at the meeting of the American Educational Research Association, San Francisco, April 1992.) Auburn University. 39 p. (Unpublished.)

- 245-

HIPPS, E.S. & HALPIN, G. !992. Development of the measure of educator stress, (Paper presented at the meeting of the American Educational Research Associatian, April 1992.) San Francisco. 39 p. (Unpublished.)

HOCK, R.R. 1988. Professional burnout among public school teachers. Publi.£

lll'rsonnel managem~m. 17(2):167-189.

HOLT, P., FINE, M.J. & TOLLEFSON, N. 1987. Mediating stress: survival of the hardy. l:§ychology in till'. sct\pols, 24:51-58.

HUBERMAN, M. 1993. Burnout in teaching careers. Illll.llll-'1\9 education, 25(3):47-69, Fa!!.

HURRELL, J.J, MURPHY, LR., SAUTER, S.L & COOPER, C.L, eds.

1988. Occupational stress: issues and developments in research. New York : Taylor & Francis.

JACKSON, S.E., SCHWAB, R.L. & SCHULER, R.S. 1986. Toward an under- standing of the burnout phenomenon. ~ .l!L.lli!P~~ psychology.

7!(4):630~640, Nov.

JANSON, C. A. 1993~ 'n Analise van die organisasiekulruur van toppresrerendc sko!e. Potchefstroom : PU vir CHO. (Proefskrif Ph D.) 198 p.

JORDAAN, W. 1994. Uirgebrand en !ewensmoeg. J:ll:....Kal, 9(12):140, Junie~

KAH!LL, S. 1988. Symptoms of professional burnout: a review of the cmperical evidence. Canadian ~Qgy, 19(3):284-297.

KESSLER, R C, PRICE, R.H. & WORTMAN, C.B. 1985. Social facrors in psychopathology: stress, social support and coping processes~ Annual.~'iie'.l'.llf

!11:Lr:tH;>1g:,-, 36:531-572.

KING, T. 1981. D1e "nuwc" rol van die vrou in die onderwysstelsel vir blankes in die RSA. Pretoria : UN IS A. (Verhandeling- M.Ed.) 216 p.

KOK, J.C., SMJTH, l.AJ. & SWART, GJ.L 1992. Uimodigende skoolbe- sruur. Witbank : Duiland. 108 p.

KLOEP, M. & TARIFA, F. 1994. Working conditions, work style and JOb satisfaction among Alballian teachers_ lru.ernrujonal __ _rs;,yjew ___ of educru.Jon, 40(2):159-172.

KOESKE. G.F. & KOESKE, R.D. 1989. Construct validity of tl1e Maslach Burnout Inventory: a critical review and reconceptualization, The iournal of o!Wlied pJ;bavioral studi~s. 25(2} 131-132.

KROON, J., red. 1991. Algemene besmur. Pretoria: HAUM-Tersier. 589 p.

KYRIACOU, C. 1987 Teacher stress and burnout: an international review.

Educational research, 29(2}: 146-151, June.

KYRIACOU, C. & PRATT, I. 1985. Teacher stress and psychoneurotic sym- toms. Britishjg,w:DJ!LoL<:du~l DSvchology, 55(1):61-64.

LANDMAN, W.A. 1980. Beskrywing as navorsingsmetode. (!n Landman, W.A., u:;:!. htleiding tot die opvoedkundige navorsingspraktyk. Pretoria Butrerwortll. p. l05-!38.)

LEITER, M.P. 1991. Coping patterns as predictors of burnout: the function of comrol and escaptst pauerns. .!rulmaLJl.Lm:ganizatio0a! behavwr, 12: !23-144.

LONG, B.C. 1990. Relation between coping strategies, sextyped trails and envi- ronmental characteristics; a comparison of male and female managers.

!mJ.r.ll\il

Qf~ling_jzsychnlogy, 37(2):185-194, Apr.

LONG, B.C., KAHN, S.E. & SHUTZ. R.W. 1992. Casual model of stress and coping: women in managen1em. Joun;al of counseling psychqJQ,g.y, 39(2):227-239, Apr.

MALAN, I .F. 1987. Peslasieverbetering van onderwysers na eva!uenng aan die hand van TOD 193. Johannesburg : RAU. (Vcrhandeling- M.Ed.) 64 p.

MARAIS, D., re<l .. 1983. Die integrering van onderwysmedia in lesaanbieding.

Johannesburg : McGraw-HilL 148 p.

MARAIS, LL. 1992. Faktore wat stres veroorsaak by onderwysers in die Oranjc-V rystaat en Kaapprovinsic. South African journal . oL~!.K~.

12(3):305-312, Aug.

MARK, C., PIERCE, B. & MOLLAY, G.N. 1990. Psychological and btogra- phical differences between secondary school teachers experiencing high and low levels of burnout. l>.dJ.i~ll.lilllJillll of e(jueation psyeholggy, 60(1}:37-51, Feb.

- 247-

MASLAC!J, C 1978. The client roll in staff burnout. journal of social issues, 34(4):lll-124.

MASLACH, C l982a. Burnout: lhe cosl of caring. Englewood Cliffs, N.Y. : Prentice-HaiL 192 p.

MASLACH, C. l982b. Understanding burnout: definitional issues in analyzing a complex phenomenon. (ln Paine, W.S., ;:d. Job stress and burnout: research, theory and intervention perspectives. Beverly Hills : Sage. p. 29-40.)

MASLACH, C. & JACKSON, S.E. 1981. The Maslach Burnout Inventory.

California · Consulting Psychologist Press. 15 p.

MASI.ACH, C. & JACKSON, S.E. 1984. Burnout in orga1uzational settings.

Applied social psychology, 5: 133-153.

MAURIEL, LJ. 1989. Strategic leadership for schools. San Francisco : Jossey-Bass. 353 p.

Mil YOU. R. 1987. Burnout. British medical journal, 295:284-285.

MAZUR, P.J. & LYNCH, M.D. 1988. Differential impact of administrative, organizational and personality factors on teacher burnout. (Paper presented at American Educational Research Association conference, New Orleans, 1988.) Northeastern Universil)'. 47 p. (Unpublished.)

McLAUGHL!N, M.W., PFEIFER, R.S., SWANSON-OWENS, D. & YEE, S.

1986. Why teachers won't teach. Phi delta kappan, 67:(4)420-426.

McPHERSON. R.B. 1985. Teacher dignity: an antidote to burnout?

Education. 104(2): 199-203.

MciNTYRE, T.C. 1984. The relationship between locus of control and teacher burnout. British journa_Lof educational psychology, 54(2):235-23&, June.

MESCON, M.H., ALBERT, M. & KHEDOURI, F. 19&l. Management: indi- vidual and organizational effectiveness. New York : Harper & Row. 714 p.

MORSCHER. B. 1994. Beyond burnout for managers: how 10 revitalise your- self and your staff. (Paper presented at a seminar for business managers on !0 November 1994, Muldersdnft.) (Casette in possesion of author.)

MOTOWIDLO, S.J., PACKARD, J.S. & MANNING, M.R. 1986. Stress: irs causes and consequences for job performance. lm;rnal of apolied psychology, 71:618-629.

MURRAY, M. 1994. Die beweerde ro1konflik by die getroude onderwyseres.

Potchefstroom : PU vir CHO. Verhandeling- M.Ed.) 104 p.

MOUTON, J. & MARAIS, H.C. 1989. Metodologie van die geesteswetenskap- pe. Pretoria : RGN. 303 p.

NAGY, S & DAVIS, L.G. 1985.

personality and environmental variab}cs.

Dec.

Burnout: a comparitive analyses of Psychological reports, 57:1319-1326,

NEWELL, R.C. 1987. Paperwork: we're fed up and fighting back. A!:ruu:il:.i!ll

~eh<;L 71(7):8-9, Apr.

NOEL, J.L. 1987. Long-term stress management. Newdirnaion!l...fuLlll¥l'bJ.ug and learning, 29:65-73, Spring.

PAINE, W.S. 1982a. The burnout syndrome in conteXL (ill Jones, J.W., s:d- The burnout syndrome. Park Ridge, Ill. . London House Press. p. 1-29.) PAINE, W.S., ed. 19S2'J. Job stress and burnout: research, theory and imerventton perspectives. 3everley Hills : Sage. 296 p.

PETTIGREW, L. & WOLF, G. 1982. Validating measures of teacher stress.

American s:ducatwnal research journal, 19(3):373-396.

PIECHOWSKI, LD. !992. Mental health and women's multiple roles.

Families in society, 73:131-141, March.

PINES, A. 1982. Helper's motivation and the burnout syndrome. (,il] Wills, T.A., glj;. Basic processes in helping relationships. Orlando, Fla. : Academic.) PINES, A.M. & ARONSON, E. 1983. Combatting burnout. Childr!'!Lll!!!!

J.'Ql.!lh sevices review. 5(3):263-275.

PINES, A.M., ARONSON, E. & KAFRY, D. 1981. Burnout: from ts:dium ro personal growth. New York :The Free Press. 229 p.

PINES, A. & KAFRY, D. 1982. Coping with burnout.

C!!l

Jones, J.W., !:d.

The burnout syndrome. Park Ridge, Ill. : London House. p. 139-150.)

- 249-

PRETOR!US, T.B. 1993. Commitment, participation in decision-making and socral support within an educational selling. South Afric.a!lJQUrnal oi psyctwJo2,l'.

23(1):10·14, March.

PRINSLOO, M .L. 1990. Dre onderwyser en stres in die sckondere skoal.

Esl!!<:ation bulletin, 34{2):37-50, Dec.

PURKEY, W.W. & NOVAK, J.M. 1988. Education: by invitation only.

Bloomington, Indiana : Plli delta kappan. 33 p.

REED, B.D. 1985. Stress: the individual and the system. Esllli:.a.rional managemeJl,Land admirulli.illilln, !3:82-89.

REED, S. 1979. What you can do ro prevem teacher bumpot. l'lllitonai elemen·

lllfY principal, 58:67·70.

ROOS, D. 1995. Kommurtikasie. (Lesing geiewer op 15 Mei 1995 aan onderwysers as deel van indiensopleidingprogram re Onderwysersentrum.) Potchefstroom. (Ongepubliseer.)

ROTTlER, J., KELLY, W. & TOMHAVE, W.K. 1985. Teacher burnout:

smalt and rural school style. ijducation. 104(1):72·79.

RUSSELL, D.W., ALTMA1ER, E. & VAN VELZEN, D. 1987. Jobrelated stress, social support and burnout among classroom teachers" Journal oi applied psychology, 72(2):269-274, May.

RYERSON, D. & MARKS, N. 1982. Career burnout in the human services:

strategies for intervention. (In Jones, J.W., ed. The burnout syndrome. Park Ridge, Ill. : London House. p. 151-164.)

SAFFER, M. 1983. Burnout in community workers. Jewish affairs: 47-52, May.

SARASON, S.B. 1982. The culture of the school and the problem of change.

Boston : Allyn & Bacon. 246 p.

SARROS, J.C. 1988. School administrators write about burnout: individual and organizational implications. Briti>h...Mu£aliona1 research

jmu:nal.

14(2): 175· 190.

SARROS, A.M. & SARROS, J.C. 1990. How horned out are our teachers? A cross·cultural study. Aus.trillia!L journaLillllu.&JlJilln, 34(2): 145· 152.

SARROS, l.C. & SARROS, A.M. 1992. Social suppon and reacher burnout.

Journal of e[lueatjooal !!f!tninistra..tiQn, 30(1):55-69.

SA VICKI, V. ^& COOLEY, E. 1983. llreoretical and research constderations of burnout. Children .i!llil..;lQl!ID services~. 5(3):227-238.

SCHMUCK, P.A. 1987. Women educators: employees of schools in Western coumries. Albany, N.Y. :State University. 251 p.

SCHONFELD, LS. 1992. A longimdinal study of occupational srressors and depressive symptoms in first~year female teachers. Thaching and teacher.

educatiOn, 8(2):l5H58, April.

SCHREUDER, J.H., DU TOIT, PJ., ROESCH, N.C. & SHAH, C.G. 1993.

Professionele ontwikkeling; praktiese aktiwiteite vir die skoolhoof en onderwyser, Kaapsll!d : Maskew Miller Longman.

SCHULER, C. 1982. An intergrative transactional process model of stress in organisations. Journal of occooatiolli!L.b.<'lJ.ayiqw:. 3:5-18.

SCHWAB, R.L. & !WANICKJ, E. F. 1982. Perceived role confiict, role ambi- guity and teacher burnout. EducationatadminisU:atioo quarterly, 18:60-74.

SEIDMAN, S.A. & ZAGER, J. 1986. The teacher burnout scale. Educali!!lli!l

=rm

quarterly, 11(1):26-33.

SELEY, H. 1976. The stress of life. New York : McGraw-HilL 515 p.

SEREBRO, H. 1996. Stress, spasm and you. St. Hellier : Petiolate. 440 p.

SHAKESHAFT, C. 1987. Women in educational administration. Newbury Park, Calif. : Sage. 218 p.

SHAPIRO, LP. 1987. Women in education: at risk or prepared? Ihluril_ucatio:

nal fonun, 51(2} 167-183, Winter.

SHIROM, ^A. 1982. What is organnational stress·J A facet analytic concepr.u;li- sation. JQJ!.(naLof al'.91llil.llil!ill.!.b~havioor, 3(1 ):21-3 7.

SLABBERT, A. 1994. Hoe om stres te klop. ~.i.. en .. ~.

46(38): I 0-11 , Sept.

- 251-

SLUYTER, G.V. !985. Stress and burnout among superintendents of public recidemlal facilities. Administr.at.ion.l!u!!enti!Lbi:l<llll, 12(3): 174-183, Spring.

SM!T, G.J. 1983. Psigometrika : aspekte van toetsgebruik. 2de uitg. Pretoria : HAUM. 353 p.

SOUTH AFRICAN ASSOCIATION OF MUNICIPAL EMPLOYEES. !995. Of- ficial South African Municipal Yearbook. Johannesburg: Gaffney Group. 948 p.

SPENSER, D. 1986. Contemporary women teachers. New York : Longman.

200 p.

STEINBERG. D.J. 1993. Organlsasiestres by die onderwyseres in die pimere skool Porchefstroom : PU vir CHO. (Verhandeling- M.Ed.) 171 p.

STERN, A. & COX, J. 1993. Teacher burnout: the dull reality. Mosk.mYS:.a:

!Qf'l..imll:ru!J, 80(3):33-49, Nov.

STEWARD, A.S. & SALT, P. 1981. Life stress, lifestyles, depression and illness in adult women. l.m!rnl!L\lLJ:I~~Qnaljty and soc.il!L~ImLeho)~.

40:1063-J069.

STEYN, G.M. 1990. Enkele faktore in die onderwysstelsel war die beroepsbevtediging van die onderwyser beinvJoed. Tydskrif vir geestes- wetenskappe, 30(2): 145-154, Junie.

STOUT, l.K. & WILLIAMS, J.M. 1983. Comparison of two measures of burn- our Psychological repom, 53:283-289.

STROEBEL, BJ. 1993. Onderwyserstres: oorsake, simp10me en beheerteg- nieke. Die Unie, 90(!):22-28, Aug.

SUTION, R.I. 1984. lull stress among primary and secondary school reachers.

'rY.ork and occupatiom, 11(1):7-28.

SWART, G.J .J. 1988. Stre.s in die onderwys: die siekte van ons tyd. Hoe raak dit u? NOU-\)!ad, !9(1):9-16, Junie.

TANNER, K T. SCHNITIJER, C.J. & ATKINS, T.T. !99L Effects of the use of management strategies on stres levels of high school principals in the United States. Educational admL!)i_stration quarter!):, 27(2):203-244, May.

THERON, P.F. & BOTHMA, J.H. 1987. Riglyoe vir die skoolhoof. Pretoria·

Acactemica 230 p,

TORELLI, J.A. & GMELCH, W.H. 1992. Occupational stres and burnout in educational admtnistrat\on, (Paper presented to the American Educational Research Association conference, San Fcancrsco, April !992.) Washington State University. 30 p. (Unpublished.)

VAN DER LlNDE, C.H. 1990. Jmplikasies van stres vir die inisieie opleiding van onderwysers in skoolbesruur. Pretoria: UN!SA. (Proefskrif · D.Ed.) 171 p.

VAN DER LINDE, C.H. 1992. Stres en die diensleweringprofessies met

spesifieke verwysing na hoe dit in die onderwysprofcssie manifestecr. SQ\11!!

Afl:icJol..iJJurru!l..Qf edll!d!liim, 12(2):207-210, May.

VANDER WALT, S. 1987. Faktore wa< die bcroepsdeelname van getroude vroue beinvloed. Pretoria : RGN. 138 p.

VANDER WESTHUIZEN, P.C. 19g5a. Onderwysbestuur: rigiyne vir navor- singsmetodologie. (Kiasaamekeninge vir M.Ed.-smdente PU vir CHO.) Potchcfstroom. 150 p. (Ongepubliseer.)

VANDER WESTHUIZEN, P.C., lli!. 1995b. Doeltreffende onderwysbestuor.

Pretoria : HAUM. 714 p.

VANDER WESTHUIZEN, P.C. & DU TO!T, S.C. 1994. Werksbevrediging by dre swan onderwyseres. S.outlr African jow:nal of education, 14(3): 145-149, Aug.

VANDER WESTHUIZEN, PC. & HILLEBRAND, l.J. 1990. Faktore war die werkmotivering van die onderwyseres be'invloed. S.OuiiLAfrjQ!.lljol.Wlill....Qf lli!o-'.aJioJJ. 10(3):269-275.

VAN DER WESTHU!ZEN, PC., WISSING, M.P. & HILLEBRAND, I.H.

1992. Werksbevrediging by die onderwyseres.

I\'l!Mlliv.i.r

geesteswerenskappe, 32(1 ):40-51, Maart.

VAN GRAAN, F. 1989. Psigiese uitbranding by persone in bestuursposis.es.

(Lesing gelewer op dre SVSA-kongres te Durban.) Vanderbijlpark 20 p.

(Ongepubliseer .)

VAN HEERDEN, C. 1988. Srres- en konflikhantering. tkg..!J, 53:49-53, Peb .

. 253.

VERSTEGEN, D.A. & WAGONER, J.L. 1989. Strategic planning for policy developnent: an evolving modeL Planning artdLI'hanging, 20(1):33-49.

WALSH, D. 1979. Classroom stress and teacher burnout. Phi delia.k'lll!llln, 61(4):253, Dec.

WEiflRICH, H. 1985. Management excellence: productivity through MBO.

New York : McGraw-HilL 252 p.

WELCH, LD., MEDEIROS, D.C. & TATE, G.A. 1982. Beyond burnout:

how to enjoy your job again when you've just about had enough. Englewood Cliffs, N.Y. :Prentice-Hal!, Inc. 370 p.

WESSELS, D.M. 1982.

expectations and job~rewards.

6(3):20-32.

Research findings on graduate women's job fu)utiLMlkll~Ll•.llJl\!L ~!i!!Jo!lli,

WEST, S. 199L Beyond chaos: stress relief for the working woman. Cape Town : Human & Rousseau. 202 p,

WHITAKER, K.S. 1995. Principal burnout: implications for professional development. L'lY..rnal~>on?J...;:nl.ll!llilm in education, 9{3):287-296.

WHITAKER, K.S. 1996. Exploring causes of principal burnout Journal

oi

~ruional administration, 34(1):60-71.

WILDER, J.P. & PLUTCHIC, R. 1982. Preparing tile professional: building prevention into training. (liJ Paine, W .S,, ~. Job stress and burnout: research, theory and intervention perspectives, London: Sage. p. 113-129.)

WILLIAMSON, J. & CAMPBELL, L 1987. Stress in the principalship: what causes it? !::!ASS.f'Jm!!~lirl. 71(479):109-112, Sept.

ZAAIMAN, L 1993, Die vrou staan stewig in die onderwys. O!tvo~

~ultum, 16(3):34-37, Okt.

Bylae A

VRAELYS AA.'l SKOOLHOOFDE

,_-··---~--,-,-,

Vrae_ly_sn_o_mm.."'.-~'·~~4--t-_, I (1~3)

Kaartnommer (4~5)

INLIGTING EN INSTRUKSIES

Beantwoord asseblief die vrae m hlerdte vraelys op grond van u ondervinding as skoolhoof.

Die doe! van die vraelys is om te bepaal hoe skoolhoofde tans onderwyseresse war aan uitbrandlng ly, en ultbrandingsimtome toon, hanteer.

Hierdie inllgting word slegs gebruik om sekere wetenskaplike afleidings te maak en nie om enige hoof of skoal te identifiseer nie.

Verstrek asseblief u antwoorde in Afdeling A deur slegs 'n kruisie in die b!okkie met die betrokke kodenommer te maak.

!. Geslag:

(5) 2. U ouderdom in voltooide jare:

(6) 3. Huistaal:

- 255.

4. Aamal jare ervaring as skooU100f:

5. Kategorie-indeling volgens kwalifikasies:

I

Minder as

lja~u

l-5jaar :2:

j_ 6 - !0 jaar

pj

L!l:_l5Jaar .. , 4 : : 16- 20 jaar

--r_51

1 Mcer as 20

ja~JiJ

A

B 2

c

³

D E F

LCJ

6. Tipe skool:

[ii)konder/Gekombineerd: S3 (minder as 630 leerlinge)

I I~

' Sekonder/Gekombineerd: S4 (meer as 630 leerlinge) -~2 Komprehensiewe skool: S3 (minder as 500 leerlinge) 3

I

(met tegniese of landbou studierigting)

Komprehensiewe skool: S4 (meer as 500 leerlinge) 1 4 1 1 (met tegnlese of landbou studierigting) . ..~

7. Amptelike taalmndium van die skoolr-'---·----,-~, (8)

(9)

(10)

(Jl)

- - - -

8. Sosio-ekonomiese samcstelllng van die gemeenskap waarin die skool gelee is:

ci:aag

II ^I

' '

. Gemiddcld : 2

Bo-gemiddeld 3

J3.aie goed 4

l.Qemeng 5

(12) 9. Gebied waarin die skool gelee is:

Stedelik

Semi-stedelik 2 :

Platteland 3

I

(13) 10. Aamal onderwyseresse op personeel'

0- 10 I

11 "20 ²

21 "30 3

: Meer as 30 ^{4 i}

(14) I l, Meen u dat van die onderwyseresse In die skool aan uitbranding ly?

1J·

I~ I

:Nee . .

(15) Ml!ell!:!g.B;

WAT IS UITBRANDING?

Die votgende is agtergrondinligt.ing ten opsigte van die aard van die uitbrandingsin- droom. Hou dit asseblief in gedagte wanneer u die llieropvolgende vrae beant- woord.

Uitbranding by onderwyseresse kan onder andere aan die band van die volgende tip.iese sJmprome herken word:

*

EMOSIONELE UITPUTTJNG - gevoelens van depressie, hulpeloosheid of magteloosheid, hopeloosheid, mocdeloosheid, vasgevangenheid; 'n verlies aan om- gee, verrroue, belangstelling en entoesiasme.

"257-

*

FISIESE U!TPUTIING- min energie; kroniese moegheid, swakheid, tamheid, hootpyne, spierspannJng van die skouers en nek, rugpyne; gewigsprobleme.

• KOGNITIEWE UITPUTIING verlies aan koasentrasie; maak van foute; ome- vredenheid; woede-uitbarstings; negatiewe gesmdhede teenoor haarself, die werk en die lewe; ·n negatiewe selfbeetd van onvennoe, minderwaardigheid en onbe- voegdheid.

• DEPERSONALISASIE-dUl op negatiewe veranderinge van gesindhede teenoor mense (ouers, leerliage, kollegas); gevoelloosheid: sinisme; onpersoonJike houding teenoor leerHnge; neiging om leerlinge as objekte te tipeer; tree soms orunenslik op; neiging om te onttrek met gepaardgaande gevoe!ens van vyandigheid en onver- skilligheid. Soms vind ooridentifikasle plaas met 'n verlies aan objektiwiteit, 'n te hoe mate van persoonlike betrok.kenheid met 'n onduide!ike onderskeid tussen die rol van die onderwyseres en leerling.

• AFNAME IN PERSOONUKE DOELTREFFENDHE!D negatiewe respons teenoor haar eie bekwaamheid; laemoreel: verminderde produktiwiteit of bevoegd- heid; onvennoe orn situasies te hameer en teleurstdlings te verwerk: afname in selfvertroue; dikwe!se afwesigheid; 'n ervaring dat sy niks kan doen orn veran- dering by leertinge te bewerkste!Hg nie.

Gee asseblief u eerlike antwoorde m hierdie afdeling aan die hand van die volgen- de vraag:

INDIEN U VERMOED DAT 'N ONDERWYSERES AAN UlTBRANDING LY, IN WATIERMAIE GEBRUIK U DIE VOLGENDE HANTERINGSTRATEGle OM HAAR TE HELP OM BETER TE FUNKSIONEER?

U word versnek om by elke item EEN van die alternatiewe genommer l tot 4 te kies indien u dit WEL as 'n hanteringstrategie roepas. MERK ASSEBLIEF DJE STRATEGIEWATU WERKLIK TOEPAS EN NIE DffWAT 'N SKOOLHOOF BEHOORT TOE TE PAS NIE.

Verwys asseblief na die volgende skaal as u elke item beantwoord:

I = Ek gebruik GLAD N!E hierdie hanteringstrategie rue.

2 = Ek gebruik hierdie hanteringstrategie IN GERINGE MATE.

3 = Ek gebruik hierdie hanteringstralegie in REDELIKE MATE.

4 = Ek gebruik hierdie hanteringstrategie in GROOT MATE.

MERK DIE ALTERNAT!EF VAN U KEUSE MET 'N SIRKEL SOOS IN DIE VOLGENDE VOORBEELD:

Yoorbeeld:

In wauer male bepreek u motiveringsbe- ginsels met haar?

JNDIEN U VERMOED DAT 'N ONDERWYSERES AAN UITBRANDING LY, IN WATTER MATE L Help u' haar om nuwe prioriteite

in haar werk te stel?

2. Verskaf u Ieiding aan haar om haar gesondheid in stand hou?

3. Maak u haar bewus van faktore in die skool war haar taak bemoellik maar waaraan sy nie kan verander rUe?

4. Versrerk u haar trots en waardigheid"

5. Verskafu geesrelike Ieiding aan haar?

6. Help u haar om anders te dink oor sake (kognitiewe hersrrukturering)?

7, Bevorder u haar motiewe as onderwyseres?

8. Neem u stappe om berer verhoudinge tussen kollegas tc bevorder?

9. Gee u Jeiding ten opsigte van konfHkhantedng?

. 259.

l 2 3 4

I 2 3 4

l 2 3 4

2 3 4 2 3 4 2 3 4

2 3 4 2 3 4

2 3 4 2 3 4

(!6)

{17)

(!8) (!9) (20)

(21) (22)

(23) (24)

10. Tree u as professionele rolmodel op?

II. Veslig u ondersteuningsgroepe in die skool onder Ieiding van bekwame fasiliteerders?

12, Inisieer u sosiale ondersteuning deur kollegas en gesin?

13. Verskaf u Ieiding ten opsigte van rydbenuning?

14. lmplemenreer u vrywil!ige hulp uit die gemeenskap as taakver- Hgting vir haar?

15. Maak u haar berrokke by besluit- neming in die skool?

16. Stel u nuwe uitdagings aan haar deur verandering van haar p!ig- sraat in die skool?

17. Help u haar om problematiese situasies in die skool re hameer?

18. Verbeter u die skoal se fasili- teite as hulp vir haar?

19. Beperk u haar buiremuurse

iS _< ~

^llil

~ ~

~

:; ... ~ ^'"'

z

^!;;)

·~~ ^ill

^{Q 0 0}

L: ^{c ~ (3 J}

1 2 3 4 (25)

2 3 4 (26)

I 2 3 4 (27)

2 3 4 (28)

l 2 3 4 (29)

2 3 4 ⁽³⁰⁾

1 2 3 4 (31)

l 2 3 4 ⁽³²⁾

I 2 3 4 (33)

20. Beveel u aan dat sy haar onder- wysloopbaan by 'n nuwe skool moet voortsit?

2L Stuur u haar vir professionde lmlp (bv. sie!kundige)?

22. Help u haar om nuwe uttdagings in haar loopbaan te identifiseer?

23. Help u haar om effektief te unts.pan?

24. Ondersteun u haar om realistiese verwagtings te stel?

25. Maak u haar bewus van haar groot veramwoordeiikheid as onderwyseres?

26. 13eklemtoon u haar religieuse waardes?

27. Ondersteun u haar om haar eie tekortkomlnge te identiflseer?

28. Pas u 'n konsekwente stelsel in die skoal toe om onderwyseresse sc werk te erken?

29. Bevorder u haar sin vlr humor?

- 261-

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4

2 3 4 2 3 4

(35)

(36)

(37)

(38)

(39)

(40)

(41)

(42)

(43) (44)

30. Verbeter u haar kommunikasie-

vaardighcde? 1 ² 3 4 (45)

31. Bevorder u die aktiwiteite van spanbougroepe vir onderwyse-

resse? I 2 3 4 (46)

32. Toon u persoonlike belang- Stelling in haar huislike

omsrandighede? 1 2 3 4 (47)

33 Verskaf u Ieiding aao haar ten opsigte van die beplanning

van haar werk? 2 3 4 (48)

34. !leperk u haar werkslading? 2 3 4 (49)

35. Gee u haar meer veram-

woordelikhcde? 1 2 3 4 (50)

36. Pas u dre beleid, prosedures of programme van die skool aan om

onderwyseresse tegemoet te kom? 1 2 3 4 ⁽⁵¹⁾ 37. Verbeter u haar werkvaardig-

hede deur midde! van indiens-

opleiding? 1 ² 3 4 (52)

38. Srel u meer onderwyshulpmiddels

39. Venvyder u spesifieke faktore in die skooJ war haar las gee?

40. Moedig u onbevoegde ondenvyse- resse aan om uit die diens te tree?

l 2 3 4 (54)

1 2 3 4 (55)

\Vatter ander strategiee pas u toe om otlderwyseresse wat aan ultbranding ly te hanreer?

BAlE DANKE VIR U SAMEWERKING

BF.BORG ASSEBLIEF DIE VRAELYS TERUG OP ... .

. 263.

Bylae B

QUESTIONNAIRE ~'OR PRINCIPALS

t-Q=ue::.:sc::tic::o::.:nn=a=ir:.:e_.n_.un=tb:.:e_.r-'--,---c- (1-3) LC.:..ac_r_d_n_um...:.b.:..er _ _ - - - ' - - j _ - ' ' ( 4-5) INFORl'VJATION AND INSTRUCTIONS

Please answer the questions in this questionnaire by applying your experience as a principaL

The: purpose of the questtmmaire is

w

determine how principals are recently mana- ging female teachers suffering from professional burnout and showing symptoms of burnout.

This information is strictly used for scientific purposes and cannot be used to iden- tify any principal or school.

Please provtde your answers in Section A by writing a "X" in tl1e applicable space whh the code number in it.

Section A: Personal and Demographic detail 1. Sex:

(5) 2. Your age in completed years:

3. Home language: (6)

(7)

4. Experjence as principal in years:

year

6 - 10 jaar li- 15 jaar

16 20 jaar 5

• More than 20 6 (8) 5, Category grouping according to your qualifications:

A I ^: B 2

c

^{1 3}

D 4

IE

⁵

,F 6

ia

1

I

(9) 6, of school·

Secondary/Combined: S3 (less than 630 learners) I Secondary/Combined: S4 (more than 630 learners) 2 Comprehensive school: S3 (less than 500 learners)

(with technical or agricultural field of study)

13

: Comprehensive school: S4 (more than 500 learners) 4

• (with technical or agricultural field of study)

i

(10) 7, Medium of instruction at the school:

~---~-

: Afrikaans

English 2

Dual mediwn , Parallel medium

(ll)

- 265-

8. Socio~economic composition of the where the school is situated:

Low

Mixed

(12) 9, Area where the school is situated:

(13)

(14) 11. Do you feel that some of the female teachers in the school are victims of

burnout?

(i5) Section B:

VI/HAT IS BURI'lOUT?

The following serves as some background infonnalion with regard to the burnout syndrorne. Please keep this in mind while providing the answers on the questions in the rest of this ques\ionnatre.

Burnout in female teachers may be recognized by the following typical symptoms:

*

EMOTIONAL EXflAUST!ON- feelings of depression, helplessness or power- lessness, hopelessness, disheartedness; feeling cornered and trapped; lack of care,

*

PHYSICAL EXHAUSTION- lack of energy; chronic fatique, weakness weari- ness, head aches, muscle pains in the shoulders and neck. back ache; weight pro- blems.

• COGNITIVE EXHAUSTION- laek of concentration; many mistakes are made;

discontentment; ftts of anger; negative auirude towards herself, her work and life in general; a negative seif image of inability, inferiority and incompetence.

*

DEPERSONALISATION negative changes in auitude and feelings towards people (parents, learners, colleagues); apathy; cynism; impersonal a!litude towards learners; tendency to typify learners as objects; inhwnan conduct sometimes take place; tendency to wirhdraw coupled with feelings of hostility and carelessness Sometimes over-iden!tfication takes place with a lack of objec!ivity, too much of personal involvement with an unclear dislinction between the roles. of teacher and learner.

*

DECREASE IN PERSONAL ACCOMPLISHMENT - negative evaluation to·

wards her own competence; dissatisfaction wtth her accomplishment of the job;

low morale; decrease in produclivity; inability to manage situations and to cope with disappointments: decrease in self confidence; often absem from school; disbe- lief

m

her own ability ro bring about any change in the learners.

Please provide honest answers in this section on the basis of the following question:

IF YOU SUSPECT A FEMALE TEACHER TO BE SUFFERING FROM BURN- OUT, IQ._WHATEXTENT ARE YOU USING THE FOLLOWING MANAGE- MENT STRATEGIES TO HELP HER FUNCTIONING BETTER?

You are requested to choose ONE item of al!ernatives l to 4 if you do execute it as a management strategy. PLEASE CHOOSE THE STRATEGY YOU REALLY USE AND NOT THE ONE PRINCIPALS ARE SUPPOSED TO USE.

Please refer to the following scale while responding to eaeh item:

I NEVER use this management strategy.

2 ~ I use this management strategy to a SLIGHT EXTENT only, 3 = I use rhis management strategy to a REASON ABLE EXTENT.

4 I use this management strategy to a LARGE EXTENT.

- 267-

MARK THE ALTERNATIVE OF YOUR CHOICE WITH A CIRCLE AS INDI- CATED IN THE FOLLOWING EXAMPLE:

Example:

To what extent do you d;,scuss motivational principles with her?

"'

~ .~

IF YOU SUSPECT A FEMALE TEACHER TO BE

--

~ ""

I"<

I"< :><!

I"<

:z

^»l

:z

~ ~ ^1:!

:><!

1"1

<

_1"1

!i3 i ^~I

;,:;

~·

t;J ""'

ⁱ

I 2 3 4

SUFFERING FROM BURNOUT. TO WHAT EXTENT,, L Do you support her to set new

priorities in her work? 2 3 4

2. Do you provide leading to her to

keep up her health? I 2 3 4

3. Are you making her aware of facwrs

ll1 the school which are hard for her ro cope with but which she cannot

change? ! 2 3 4

4. Are you reinforcing her pride and

dignity? ^{0 k} 3 4

5. Oo you provide her with spiriruai

leading? l 2 ³ 4

6. Do you assist her to think diffe-

rently (cognitive reslmcturing) l 2 3 4

(16)

(17)

(18)

( 19)

(20)

(2!)

7. Are you promot~ng her motives as an educator?

8. Are you taking steps to encourage better relations among colteagues?

9. Do you give leading with regard to conflict management?

10. Are you a professional role model?

11. Are you establishing support groups in the school with the assistance of competent facilitators?

12. Are you initiating social support by colleagues and family members?

13. Do you provide leading with regard to time utilization?

14. Are you implementing voluntary assistance by the community to relieve her duties'r

15. Are you involving her in decision making in the school?

16. Are you settwg new challenges to her by altering her list of duties in the school?

. 269-

l 2 3 4

2 3 4

2 3 4 2 3 4

2 3 4

2 3 4

I 2 3 4

2 3 4

2 3 4

2 3 4

(22)

(23)

(24)

(25)

(26)

(27)

(28)

(29)

(30)

(3!)

17. Do you support her to cope wirh problematic situations in the school?

18, Are you improving the school's facilities as assistance to her?

19 Are you decreasing her extra-mural wnunitrnents?

20, Are you suggesting that she continues her career at a new school'!

ZL Do you send her for professional treatment (e.g. psychologist).

22, Do you suppon her to identif]i new challenges in her career?

23, Do you support her to relax effectively?

24, Do you support to set realistic expectations?

25. Are you making her aware of her big responsibilities as an educator?

26. Are you emphasizing her religious

I 2 3 4 (32)

l 2 3 4 (33)

l 2 3 4 ⁽³⁴⁾

2 3 ^{4 (35)}

I 2 3 4 (36)

I 2 3 4 (37)

I 2 3 4 (38)

l 2 3 4 (39)

I 2 3 4 (40)

27. Are you supporting her to identify her own shortcomings?

28. Do apply a consistent system in the school to acknowledge the work of female teachers?

29. Do you promote her sense of humour?

30. Do you improve her communication skills?

3L Do you promote the activities of groups for team building among female teachers?

32. Are you showing your personal interest in her family affairs?

33. Are you providing in leading to her with regard tO planning her work?

34, Are you setting limits ro her work- load?

35. Are you allowing her btgger respon- sibilities?

36. Do you adapt d1e policy. procedures or prograrrunes of the school to be accomodatlng to fema1e teachers?

- 271-

I 2 3 4

2 3 4 2 3 4

2 3 4

l 2 3 4

l 2 3 4

2 3 4

2 3 4

2 3 4

I 2 3 4

(42)

(43) (44)

(45)

(46)

(47)

(48)

(49)

(50)

(51)

37. Are you improving her skills as an educaror by means of in~service

training?

38. Are you makmg available more educational aids to her?

39, Are you removng specific factors in the schoo~ which are a nuisance to her?

40. Do you encourage the incornpete'nt female teacher to leave education?

!Z ~ ^~

t:: "'

^.l

~

~ ...

!>:

5

.,...

⁰

'~; <:.!>·~

.

^~.

a ^~

I • '

l 2 3 4 ⁽⁵²⁾

l 2 3 4 (53)

2 3 4 (54)

I 2 3 4 (55) Which other strategies do you apply to manage female teachers suffering from burnour?

THANK YOU VERY MUCH FOR YOUR CO-OPERATION

Bylae C

VRAELYS AAN ONDERWYSERESSI.';

U word vriende1ik versoek om asseblief die voJgende vraelys te voltooi as dee I van 'n empiriese srudie"

Die doe! van die vrae!ys is om moontlike uilbranding by onderwyseresse te meet.

Die inligting in hierdie vraelys word benodig om wetenskaplike a!leidings ten op- sigte van verskille tussen sekere groepe te maak en KAN NIE GEBRUJK WORD OM U TE IDENTIFISEER NJE.

Verstrek assebltef u antwoord deur s!egs · n krU>sie oor die betrokke kodenommer te maak, byvoorbee!d:

l. Huwelikstaat: ! Getroud : l

Nooit getroud 2

Geskei 3

: Weduwee

14

AFDELING A: PERSOONUKE BESONDERHEDE 1. HuwelJkstaat:

- 273-

Getroud

Nooit getroud : 2 Geskei!W eduwce 3

(6)

2. Hoe godsdienstig is u?

IBaie

^{m l}

I

Taamlik ... 2

n 3

nie

_ _li_

3. Ouderdom in voltooide Jare:

~. ··m-~•

• 20 - 29 l

,30-39 ... 2

. 40 - 49 3

:50- 59 4

160J~UCf

⁵

4. Aantal jare voltooide onderwyservaring·

~----·

• 3 -5 jaar ^l . 6 - lO jaar 2

"ll-l5jaat 3

·-

'J6-20jaar 4

I

^{Meet aslO jaar 5}

5. Katgorie-indeling (volgens kwalifikasies):

6. Huistaal:

• Tswana '3 • lAnder

=r!J

(7)

(8)

(9)

7. Huidige pos:

.

Departe~entshoof (PWi]

.. ..QI)\Ierwyseres Q'V l)

I

2

(12)

• 275.

AFDELING B: IJEMOGRAFIESE BESONIJERHEIJE

I, Sosio·ekonomiese samestelling van die skool: · - - - - , - - - ,

~.~

Gemiddeld 2

1jlo·gemiddeld .~

'4

5 2. Tiue skoal:

: SekonderiGekombineerd: S3 (minder as 630 leerlinge) __ --1..:.1 _{· -} :, Sckonder/Gekombineerd: S4 (meer as 630 leerlinge) 2

• Komprehensiewe skool: S3 (minder as 500 leerlingc) 3 : (met tegniese of landboustudterigting)

, 1

· Komprehensiewc skoal: S4 (minder as 500 leerlinge)

, (met tegniese of landboustudierigting) ...

tJ

3. Amptclike taalmedinm van die skoal:

f-'-'A,fr,ik""aa,no:cs --···

tl--

~g,e.:"'ls _ _ _ .J-".2 _1 Dubbetmedinm 3

4. Gebied waarin die skool gelec is:

~

^{. . .}

Stede!ik I

Semi·stedelik 2

Plaueland 3 ,

5. GrooHe van die personeel:

I 2 3 ,4

41 ' 50 5

Meer as 50 6

(13)

()4)

(15)

(16)

(17)

AJ''Dii:LING C:

In hierdie afdeling is daar steUings oor gcvoelens wat u rondom u eie werksituasie as onderwyseres en die mense waarmee u nou saamwerk, kan ervaar.

Lees asseblief elke steiling versig!ig deur en besluit ofu al ooit so 'n gevoel ervaar bet As u voel dat die Stelling nie op u van toepassing is nie, of dal u nag nooit so 'n gevoel ervaar hel nie, skryf u •n ''0" in beide koJomme hieronder neer, lndien u egter a! so gevoel het, dui dan aan HOE DJKWELS u so voel deur 'n syfer van 0 tot 6 neer te skryf wat die PREKWENSIE van hierdie gevoel die beste weergee. Die frekwensie wat elkeen van hierdte syfers veneenwoordig, word tn die tabel hieronder aangetoon.

Besluit nou ook HOE STERK die gevoel is wanneer u dit ervaar deur 'n syfer van 0 tor 7 neer te skryf wat die intensitcit van u gevoel die beste veneenwoordig.

Byvoorbeeld:

Hoe Hoe

dikwels sterk (0 - 6) (0 - 7)

L ---3--- ---2--· Ek voel emosioneel uitgeput deur my werk.

2. ---6--- ---5--- Teen die w\de van die dag voel ek opgebruik.

Gebmik assebhef die volgende skale om te bepaal wat die verskillende syfers veneenwoordig in <emre van die frekwensie (HOE DlKWELS) en intensiteit (DIE STERKHEID) van u gevoel.

HOE DIKWELS IS DIE GEVOEL"

0: Nooit

I: 'n Paar keer per jaar of minder 2: Een keer per maand of minder

3:

'n Paar keer per maand

4: Een keer per week 5: 'n Paar keer per week

6:

Elke dag

- 277-

HOE STERK IS DIE GEVOEL?

0: Nie van toepassjng nie I: Die gevoel is skaars merkbaar 2: Die gevoel is wel merkbaar

3: Die jntens1teit van die gevoel is matig 4: Die gevoel is meer as matlg

5: Die gevoel is redelik intens 6: Die gevoel is srerk 1: Die gevoel is baie sterk

Gebruik die bosraande twee skale om op elkeen van die onderstaande stellings re reageer. Moenie enige van die steHings oorslaan rUe. Wees asseblief eerlik in die beantwoording van hierdie vraelys.

HOE DIKWELS

(0. 6)

1.

2.

3.

4.

5.

6.

1.

8.

9.

HOE STERK

(0. 7)

Ek voel ernosioneel uitgeput deur my werk.

Teen dre einde van die werkdag voel ek opgebruik.

( 18-19) (20-21) Ek voel vennoeid as ek soggens opstaan en besef dat ek nog 'n werkdag in dre gesig moer s!Jlar. (22-23) Ek kan maklik verstaan hoe ander mense oor dinge voeL

(24-25) Dit voel vir my of ek sommige mense soos onpersoonJike objek

te behandel. (26-27)

Om heeldag met mense te werk is regtig vir my vemroerend.

(28-29) Ek kan ander mense se probleme maklik hanteer.

Ek voel dat my werk my uitbrand.

(30-31) (32-33) Ek voel dat ek deur my werk ander mense

se

lewens positief

belnvloed. (34-35)

HOE DIKWELS

(0 " 6)

HOE

STERK (0" 7)

10, --- --- Ek het mecr gevoeHoos tecnoor mense geword vandat ek onder¥

wyseres geword heL (36-37)

I L Ek is bekommerd dat hierdie werk my emosioneel hard maak (38-39) 12. Ek voel baie energiek.

13.

14.

15.

16.

18.

19.

20.

21

22.

AFDELING D:

Ek voel gefrustreerd deur my werk.

Ek voel ek werk te hard.

(40-41) (42-43) (44-45) Ek voel dat ek nie regtig omgee wat met ander mense gebeur

nie. (46-47)

Om direk mer rnense te werk, plaas te vee! stres op my, (48-49) Dii is vir my makllk om 'n ontspanne atmosfeer met ander

mense re skep. (50-51)

Noue samewerking met ander meose is vir my stimuterend.

(52-53) In my werk as onderwyseres hct ek baie dinge bereik wat die

moeite werd is. (54-55)

Ek voel asof ek nie kan voortgaan nie. (56-57) As onderwyseres hanteer ek emosionele probleme op 'n kalm

wyse. (58-59)

Dit vocl vjr my asof andere my vir sommige van hulle pmbie-

me blameer. (60-61)

Hierdie afdeling meet hoe u in die algemeen voel, Lees asseblief die irems deur en merk by elkeen hoe dit op u van toepassing is deur 'n kruisie oor die betrokke syfer te maak.

. 279

Gebruik die volgende skaal om re bepaal wat die verskillende syfers vcrteenwoor- dig:

l: Non it

2: Een of twee keer in u loopbaan

3: Seide 4: Soms 5: Dikwels 6: Gewoonlik 7: Altyd

Soms

Seide Dikwels

'~"-

^Nooil

""1 r'-00"''' Td

HOE DIKWELS:

L Is u moeg

I

1 2 3 4 5 6 7 (62)

2. Voel u depressief 2 3 4 5 6 7 (63)

3. Beleef u 'n goeie dag 2 3 4 5 6 7 (64)

4. Is u liggaamlik oitgepur 2 3 ⁴ 5 ^{6 7 (65)} 5. Is u emosioneel gedreineer 2 3 4 5 6 7 (66)

6. Is n gelukkig 2 3 4 5 6 7 (67)

7. Voel u "platgevee" 2 3 4 5 6 7 (68)

8. Yoel u uitgebrand 2 3 4 5 6 7 (69)

9. Is u ongelukkig 2 3 4 5 6 7 (70)

10. Voel u afgerem 2 3 4 5 6 7 (71)

11. Voel u vasgevang 1 2 3 4 5 6 7 (72)

12. Voel u waardeloos 2 3 4 5 6 7 (73)

13. is u lam en sat 2 3 4 5 6 7 (74)

14. Kwel u u oor dingo 2 3 4 5 6 7 (75)

15. Vocl u omnugter en wrewel-

rig teenoor ander 2 3 4 5 6 7 (76)

Soms

I

Seide Dikwels

Een of rwee

keerl

r"'"""""

Nooit Altyd

HOE DIKWELS:

I I

16. Voel u swak en hulpeloos 1 2 3 4 5 6 7 (77}

17. Voel u wanhopig 2 ⁾ 4 5 6 7 (78)

18. Voel u of u verwerp word 2 3 4 5 6 7 (79)

19. Voei u optimisties 2 3 4 5 6 7 (80)

20. Het u baic energie 1 3 4 5 6 7 (81)

21. Voel u beangs 2 3 4 5 6 7 (82)

Verduidelik asseblief kortliks walter strategiee (indieo enige) tans deur u hoof toegepas word om onderwyseresse wat moomlik aan uitbranding 1y, te hamcer.

BAlE DANKIE VIR U SAMEWERKING

BESORG ASSEBLIEF DIE VRAELYS TERUG AAN DIE HOOF VIR TERUGSENDING

. 281 -

Bylae D

QUESTIONNAIRE TO FEMALE TEACHERS

'Questionnaire

nunccrccb::cer~-L

1-li-+-lL(c:.l_:·

3")~,

I (4-5)

I

Card number

L

You are kindly requested ^to participate in this empirical research by complering this questionnaire.

The aim is to measure possible burnout in female teachers.

This information is only needed to deduct certain conch.Jswns about certain groups

and CANNOT BE USED TO IDENTIFY YOU.

Please provide your answers by writing an "X" in the particular space. for example:

I. Marital status: ^I l

: Never married 2

I

Divorced::IW::c .. :.:id::o_w_ed_+-=3-1

SECTION A: PERSONAL PARTICULARS I. Marital status:

I Married I I

Never married 2 Divorced/Widowed 3

· · · - - - - · ··'-- (61 2. How religious are you?

Very I

Pair 2

r---

Little 3

Not at all 4

(7)

3, You are in completed years:

(8)

4. Your experience as teacher in completed;.:, '"yc:e:::a::;rs::.: _ _ _ _,_,

I~: ~0 ^I ~ ^I

r-~~-.-15==···==~~~3~1

I J6 · 20 I 4

... ·---~-'!----

+

(9)

5. Category classification (according to qualifications):

A 1

j

B 2

'

c

3 D _{'4 .}

l

_.

E 5 I

F 6 ,Q_ _~--· ^{7 !}

(10) 6. Your home language:

(II) 7. Your recent post:

(!2)

. 283 •

SECTION B:

1. Soda-economical status of your school:

; Low 1

I

^{Average 12}

! Above average

-~

I

Very good 4

1 Mixed

Is

2. Type of school:

I Secondary/Combined: S3 (less than 630 learners,), _ _ _ _ ^LI c_l_

Seconda /Combined: S4 (more than 630 learners) ; 2 Comprehensive school: S3 (less than 500 learners) 3 : (with twhnical or agricultural field of study,)~--

---+-

Comprehensive school: $4 {more than 500 learners) 4 {witll technical or agricultural field of study.)L _ _ _

3. Official language of the school:

4. Area in which your school is situated:

5. Number on staff:

Afrika an English

Dua I medium • 3 : Parallel med•um

14.]

Urban I

Semi-urban 2

!

^LOUmry 3

I

^{Less _than 10}

^II

20 ^:2

30

13

; 31 - 40

14

~-so

I

^ls

I so+ .

⁶

(13)

(14)

(15)

(16)

SECTION C:

ln this section there are questions on feellngs that you may experience from your JOb and the people you closely work with. When answering this section please think of these people as recipients of the service you rendec

Please read each statement carefully and decide if you ever feel this way about your job. lf you have never had this feeling, write an "0" (zero) in both the "How often" and "How strong" columns before the statement. H you have had this feeling, indicate HOW OFTEN you feel it by writing the nwnber (from 1 to 6) that best describes how FREQUENTLY you feel that way, Then decide HOW STRONG the feeling is when you experience it by writing the nwnber (from I to 7) that best describes how STRONGLY you feel ir An example is shown below:

Example:

How often (0- 6)

How strong (0- 7) L

2.

--3-- --2-- ! feel emotionally drained by my work.

--6-- --5-- I feel used up at the end of the workday.

Please use the following seale to detennine what the different nwnbers represent in tenns of the frequency and intensity of the feeling.

HOW OFTEN IS THE FEELING?

0: Never.

1: A few times a year or less.

2: Once a month or tess.

3: A few times a month.

4: Once a week, 5: A few times a week.

6: Every day,

- 285-