Abstract
The principal purpose of this study was to develop Emotional Burnout
Scale (EBS) to assess the extent of low internal involvement of teachers
on job. A standardized process of developing instrument for assessing
teachers‟ emotional state of involvement in teaching was followed to serve
the given purpose. Emotional Burnout Scale was administered among 427
working school teachers at primary, elementary and secondary levels. The
level of Emotional Exhaustion (EE), Depersonalization (DP), and
Inadequate Personal Accomplishment (PA) were given weightage in the
scale as sub constructs of emotional burnout with such indicators as
fatigue, boredom, isolation, oppressive behaviour, low self-esteem, and
lack of accomplishment of job tasks respectively. This measure showed
significant reliability and validity evidences. The results of Confirmatory
Factor Analysis (CFA) showed the loading of items on three subconstructs of burnout ranging from (.42 to .84). The process of instrument
validation and reliability analysis along the retained items were reported
along with utilization of this scale were also discussed.
Faiza Shaheen, Nasir Mahmood. (2018) Development and Validation of Emotional Burnout Scale (EBS) for Teachers, Journal of Behavioural Sciences, Volume 28, Issue 1.
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