van Horn J E, Schaufeli W B, Greenglass E R, Burke R J
Department of Clinical and Health Psychology, Utrecht University, The Netherlands.
Psychol Rep. 1997 Oct;81(2):371-82. doi: 10.2466/pr0.1997.81.2.371.
Scores on burnout among 631 Canadian and 1,180 Dutch teachers were compared with various demographic variables (sex and age) and factors related to work (experience in teaching, type of school, and number of hours employed). Burnout was assessed with the Maslach Burnout Inventory of three dimensions, Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Analysis indicated that, over-all, Canadian teachers reported higher scores on Emotional Exhaustion and Depersonalization than their Dutch peers. Differences in the number of hours employed were also significant: full-time Canadian teachers scored higher on Depersonalization than their Dutch colleagues. Across countries, sex and type of school appeared significantly related to burnout. Male teachers rated higher on Emotional Exhaustion and Depersonalization than the women. Especially with regard to the attitudinal components of burnout, i.e., Depersonalization and Personal Accomplishment, secondary school teachers reported higher scores than elementary school teachers. Age was not significantly related to measures.
对631名加拿大教师和1180名荷兰教师的职业倦怠得分与各种人口统计学变量（性别和年龄）以及与工作相关的因素（教学经验、学校类型和工作时长）进行了比较。使用包含情感耗竭、去个性化和个人成就感三个维度的马氏职业倦怠量表来评估职业倦怠。分析表明，总体而言，加拿大教师在情感耗竭和去个性化方面的得分高于荷兰同行。工作时长的差异也很显著：全职加拿大教师在去个性化方面的得分高于荷兰同事。在不同国家，性别和学校类型与职业倦怠显著相关。男教师在情感耗竭和去个性化方面的得分高于女教师。特别是在职业倦怠的态度成分方面，即去个性化和个人成就感，中学教师的得分高于小学教师。年龄与各项测量指标无显著相关性。
