Burnout Phenomenon on Principals: Impact on Behavior and its Mitigation Strategies
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Notice bibliographique
Résumé
Objective: This research was conducted to gain further understanding of the real experiences (life experiences) of private school principals in order to reveal the substantive meaning of the entire process of their experience of the burnout phenomenon through personal interactions with the principals who were the research subjects which were then articulated through a burnout model that explains more about the processes and factors that play a role in the dynamics of the burnout phenomenon that apply specifically to the subject of school principals. Theoretical Framework: Qualitative research conducted using the phenomenological approach. Research validity was obtained through triangulation of data sources and cross perspectives. Research reliability was obtained through data saturation and in-depth-understanding of the subject from the selected informants. Method: 12 school principals that have worked for around 5-17 years are selected through criteria matching for interviews. This research uses narrative analysis of stories obtained from in-depth interviews with research informants. Result and conclusion: This research has presented evidence that although the role of a leader is very important to motivate and improve the performance of the people being led, in fact the same thing also applies vice versa, the more the people being led or managed can be cooperative with the leader, the more positive the performance of a leader, especially for private school principals in Indonesia. On the other hand, educational foundations as the authority to supervise school principals also have a role in creating a conducive situation for school principals to carry out their duties as well as possible. Research Implications: This research point out several potential steps that need to be taken by educational foundations or organizations that manage an educational institution. This is to ensure that anyone who serves as a school principal can play their role appropriately, efficiently, and produce added value to the organization in the long term. Originality/Value: The findings of this research reinforce theories regarding the burnout phenomenon that have existed so far, by enriching and clarifying the understanding of the meaning of the phenomenon by which the burnout phenomenon occurs at the leadership level in education industry nowadays.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle