Prevention Guidelines and Factors Affecting Burnout Syndrome of School Administrators under the Office of the Basic Education Commission

Abstract

The objectives of this research were to 1) study the burnout syndrome among school administrators under the Office of the Basic Education Commission, 2) analyze personal and organizational factors that affect burnout syndrome among school administrators, and 3) develop guidelines for preventing burnout among school administrators. The population in this research consists of 28,820 school administrators under the Office of the Basic Education Commission. The sample group consisted of 479 administrators at educational institutions under the Office of the Basic Education Commission, selected through stratified random sampling. The tools used for data collection were a research questionnaire for research with a reliability coefficient of 0.94 and semi-structured interviews.

The research findings revealed that: 1) the overall state of burnout among school administrators was at a low level. Emotional exhaustion was the greatest factor, followed by feelings of lack of success in life or work, and devaluation of individuality. 2) Factors influencing burnout syndrome among school administrators included four statistically significant variables: workplace relationships, attitudes towards being an executive, family responsibilities, and the appropriateness of workload and responsibilities for educational institution administrators. 3) Guidelines for preventing burnout syndrome were developed based on data analysis and expert interviews the researcher used the highest level of burnout experienced by educational institution administrators in one aspect, along with four variables that significantly influenced burnout, to develop the interview questions, resulting in the SPARK burnout prevention model : S=(System, Strength, Success), P=(Positivity, Personality), A=(Awareness, Attentiveness), R=(Reasonability,Receptiveness, Regard), and K=(Kindness).