The Maslach Burnout Inventory: Testing for factorial validity and invariance across elementary, intermediate and secondary teachers

The purposes of the study were: (a) to test for the factorial validity of the Maslach Burnout Inventory (MBI) separately for elementary (N = 1159), intermediate (N = 388) and secondary (N = 1384) teachers; (b) given findings of inadequate model fit, to propose and test an alternative factorial struc...

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Bibliographic Details
Published inJournal of Occupational and Organizational Psychology Vol. 66; no. 3; pp. 197 - 212
Main Author Byrne, Barbara M.
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Publishing Ltd 01.09.1993
British Psychological Society
Subjects
Biological and medical sciences
Burnout
Educational psychology
Factors
Fundamental and applied biological sciences. Psychology
Maslach Burnout Inventory
Measures
Occupational psychology
Orientation. Evaluation
Psychological tests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Secondary school teachers
Statistical analysis
Stress
Studies
Teachers
Canada
Human
Burnout Inventory Maslach Jackson
Evaluation scale
Teacher
Psychometrics
Stress
Occupational burnout
Test validation
Construct validity
College level education
Adult
Working condition
Elementary education
Comparative study
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Summary:The purposes of the study were: (a) to test for the factorial validity of the Maslach Burnout Inventory (MBI) separately for elementary (N = 1159), intermediate (N = 388) and secondary (N = 1384) teachers; (b) given findings of inadequate model fit, to propose and test an alternative factorial structure; (c) to cross‐validate this structure across an independent sample for each teacher group; and (d) to test for the equivalence of item measurements and theoretical structure across these three teaching panels. Although confirmatory and exploratory factor analytic findings supported a three‐factor structure, the deletion of two items (nos 12 and 16) yielded a better fitting model that was, for the most part, psychometrically and structurally invariant across groups. This study is the most rigorous to date in testing the factorial validity of the MBI in general, and as it bears on members of the teaching profession in particular.
Bibliography:ark:/67375/WNG-8HSHFXNB-R
ArticleID:JOOP532
istex:7AF5EA24ED78A9F5B3413004DCD88A21FB6AD69D
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0963-1798
0305-8107
2044-8325
DOI:10.1111/j.2044-8325.1993.tb00532.x