Blazing New Trails - Connexions

86 CRITICAL ISSUES IN SHARED LEADERSHIP
.524, df = 4, N = 39, p > .05). Again, depersonalization (the Dp level) was constant. Phi was
.128 for emotional exhaustion and .116 for personal achievement, again a small or smaller
than typical effect size. Job-related burnout does not seem to be related to differences in
educational level.
Table 2. Chi-square Analysis of Levels of Burnout and Educational Degree Attainment.
Variable n Master’s Master’s Doctorate x² p
+30
EE Level .641 > .05
Moderate 1 0 1 0
High 38 9 23 6
Totals 39 9 24 6
Dp Level .(a) --
High 39 9 24 6
Totals 39 9 24 6
PA Level .524 > .05
Low 5 1 3 1
Moderate 4 1 2 1
High 30 7 19 4
Totals 39 9 24 6
(a) No statistics are computed because DP Level is a constant
A Pearson Product-Moment Correlation Coefficient was used to analyze the
correlations between the dimensions of burnout emotional exhaustion (EE), depersonalization
(Dp), and personal accomplishment (PA) with the number of years in their current position as
a special education director. Table 3 shows the correlation coefficients between each of the
job-burnout dimensions and the number of years in their current position as a special
education director. None of the variables were significantly correlated and all of the variables
had a small or smaller than typical effect size. Job-related burnout does not seem to be related
to years of service in the current position as a special education director.
Table 3. Inter-correlations, Means, and Standard Deviations for EE Level, DP Level, PA
Level, and Years in Position (N = 39).
Variable 1 2 3 4 M SD
1. EE Level -- .(a) -.08 .15 2.97 .16
2. Dp Level -- -- .(a) (a) 3.00 .00
3. PA Level -- -- -- .20 2.64 .71
4. Years in Position -- -- -- -- 1.85 .90
(a) Cannot be computed because at least one of the variables is constant
A Spearman’s rho correlation coefficient was used to analyze the relationship between
the dimensions of burnout emotional exhaustion (EE), depersonalization (Dp), and personal
accomplishment (PA) with the total number of years experience working in education by the
special education directors. The total number of years of experience in education was placed
in ordered levels to facilitate analysis. Table 4 shows that two of the variables were