The Effect of Leadership Styles of Principals on Teachers’ Burnout at Russaifa Education Directorate In Jordan

Abstract

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.