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education services. Table 6 shows the results of Cronbach’s Alpha calculations in two different studies: one
conducted with over 5,000 participants representative of the Norwegian population, (Langbelle et al., 2006) and
the other including two samples (n=198 and n=236) of human services personnel and ‘other professionals’
respectively (Shirom & Melamed, 2006).
Table 6: Item numbers and Cronbach’s alpha calculations from two different studies of the MBI-GS.
Factor Item Number Langbelle et al.
(2006)
α value
Shirom &
Melamed
(2006) α value
Exhaustion 1, 2, 3, 4, 6 .83 to .87 .88 and .88
Cynicism 8, 9, 13, 14, 15 .84 to .87 .78 and .87
Professional
Efficacy
5, 7, 10, 11, 12,
16
.66 to .78 .81 and .76
The data from Table 6 indicates that each of the three factors inherent in the MBI-GS have an acceptable
level of internal reliability, surpassing the 0.7 level which is generally agreed as acceptable. There was one
exception to this however. In the Langbelle et al. (2006) study the internal consistency calculations for Professional
Efficacy of bus drivers was found to be unacceptable. The reason is unclear but generally it is accepted that each
of the factors on the MBI have an acceptable-to-good level of internal consistency, indicating that each of the
factors are assessing what Maslach and Jackson (1996) claimed that they measure.
The MBI-GS was published in 1996 and has been used in a large number studies throughout varying
professions. Despite this, Richardsen & Matinussen (2005) argue that there have actually been very few studies of
the psychometric properties of the scale. One such study by Bakker, Demerouti and Schaufeli (2002) however did