The effect of leadership styles of principals on teachers’ burnout at russaifa education directorate in Jordan

Abstract EN

The problem investigated in this study the influence of leadership styles of principals on teachers’ burnout as experienced by teachers.

A total of 133 teachers and 106 principals answered and returned questionnaires from Russaifa Education District in Jordan.

The Maslach Burnout Inventory, and the Administrative Styles Questionnaire were used in this study.

The results of this study found that there were difference for principals' leadership styles related to position among the sample of study that principals perceived themselves more significant than teachers perception in the following leadership styles (1, 1), (1, 9), (9, 1), and (9, 9).

No difference in burnout scores for each of the principals’ leadership styles as perceived by teachers was found.

Teachers' burnout scores significantly differ depending on their experience in teaching.

Nor was there any difference in burnout scores for each of the principals’ leadership styles as perceived by teachers related to school type.

No difference in teachers’ burnout scores related to the interaction among independent variables of the study.

Finally, several recommendations were suggested for coping with teachers’ stress and burnout that can contribute to better job performance.

(Keywords: Leadership styles, Burnout, Principals, teachers).