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dc.contributor.authorTimms, C
dc.contributor.authorBrough, P
dc.contributor.authorGraham, D
dc.date.accessioned2017-05-03T14:09:59Z
dc.date.available2017-05-03T14:09:59Z
dc.date.issued2012
dc.date.modified2013-03-26T22:48:47Z
dc.identifier.issn0957-8234
dc.identifier.doi10.1108/09578231211223338
dc.identifier.urihttp://hdl.handle.net/10072/49923
dc.description.abstractPurpose - This research sought to identify groups of school employees who were more similar in their responses to burnout and engagement measures, for the purpose of exploring what was similar in their school experiences. The profiles created in the present research enable a clearer appreciation of what is common to groups of school employees who are experiencing empowerment, ambivalence or distress in their work environments. Design/methodology/approach - The current research used K-means cluster analysis to identify school employees (n=953) who were most similar in regard to levels of burnout and engagement in order to achieve some sense of what was common at a group level. Findings - This process identified five distinct respondent profiles using the Oldenburg Burnout Inventory (OLBI) and the Utrecht Work Engagement Scale (UWES). Subsequent MANOVA analyses identified significant differences between cluster groups on the six areas of work-life (control, workload, reward, community, fairness and values) and hours of work. Practical implications - One of the most pressing problems faced by school administrators is that of identifying the most appropriate and strategic interventions to use with teaching staff in order to maintain motivation in the face of work pressures. The current research provides some practical insights into the experiences of school employees that may provide direction for such administrators. Originality/value - By grouping respondents with similar attitudes towards their work this research has provided for more insight into the experiences to those respondents who do not fall at either end of the burnout-engagement continuum. As such it provides for more effective intervention strategies with employees who are at-risk.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherEmerald
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom327
dc.relation.ispartofpageto345
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Educational Administration
dc.relation.ispartofvolume50
dc.rights.retentionY
dc.subject.fieldofresearchIndustrial and Organisational Psychology
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode170107
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.titleBurnt-out but engaged: The co-existence of psychological burnout and engagement
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Applied Psychology
gro.date.issued2012
gro.hasfulltextNo Full Text
gro.griffith.authorBrough, Paula
gro.griffith.authorTimms, Carolyn M.


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