Relationship Between School Administrators’ Anxiety Levels for Authority Use and Burnout Levels
Relationship Between School Administrators’ Anxiety Levels for Authority Use and Burnout Levels

Summary/Abstract: This study aims to determine the relationship between school administrators’ anxiety levels on authority use, and their burnout levels. Designed using the correlational survey model, participants of this study are 273 primary, middle and secondary school administrators in the province of Mugla, in Turkey. Data was collected using Scale on School Administrators’ Anxiety on Authority Use, and the Burnout Scale. Data was analysed using descriptive statistics, t-test, ANOVA, Kruskal Wallis H test, and multiple regression analysis. The findings indicate that school administrators’ anxiety level for authority use at medium for personnel affairs dimension, and at low for educational affairs, disciplinary and order, and management dimensions. School administrators’ anxiety level for authority use significantly differs as of seniority. Findings related to burnout indicate that school administrators experience emotional exhaustion at a low level and depersonalisation at a very low level, yet they experience a higher level of burnout in terms of personal accomplishment. Results point to significant relationships between burnout level of school administrators and their seniority and area of expertise. The results also point out that administrative affairs dimension of anxiety for authority use is an important predictor of their burnout at depersonalisation dimension, while the personnel affairs dimension of their burnout at personal accomplishment dimension. Dimensions of the anxiety for authority use, as a whole, explain 5.7% of emotional exhaustion level, 5.2% of depersonalisation level, and 4.3% of personal accomplishment level of school administrators.

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