Maslach Burnout Inventory – Educators Survey [MBI-ES-22]

Questionnaire Description

The Maslach Burnout Inventory – Educators Survey (MBI-ES-22) is an assessment instrument designed to measure occupational burnout among educators. The version provided in the source material consists of 22 items and focuses specifically on experiences associated with the teaching profession.

The questionnaire approaches burnout as a multidimensional phenomenon and assesses three major dimensions: Emotional Exhaustion, Depersonalization, and Personal Accomplishment.

This multidimensional approach provides a broader understanding of educators’ professional experiences, as burnout may involve not only feelings of exhaustion but also changes in attitudes toward students and perceptions of professional effectiveness and accomplishment.

Objective

The primary objective of the MBI-ES-22 is to assess the level and different dimensions of occupational burnout among educators.

The instrument can be used to investigate factors potentially associated with burnout, including professional experience, workplace support, and working conditions. The resulting data may also contribute to the development of strategies and interventions aimed at improving educators’ well-being and professional effectiveness.

Dimensions of the Scale

The MBI-ES-22 assesses three major dimensions of occupational burnout:

Emotional Exhaustion: refers to feelings of emotional depletion and fatigue associated with the demands of teaching and professional responsibilities.

Depersonalization: reflects the development of more detached, impersonal, or emotionally distant attitudes toward students and the interpersonal demands of educational work.

Personal Accomplishment: concerns educators’ perceptions of professional competence, effectiveness, and achievement through their work and interactions with students.

These dimensions are considered separately, providing a multidimensional profile of the educator’s experience of burnout.

Scoring

According to the source document, educators respond to statements concerning their professional experiences using a Likert-type response scale.

Scores can be examined separately across the three dimensions of the questionnaire. Emotional Exhaustion and Depersonalization represent adverse aspects of the burnout experience, whereas Personal Accomplishment reflects the positive dimension of perceived professional effectiveness and achievement.

The provided document does not specify the exact numerical response options, detailed scoring procedures, or specific cut-off values. Therefore, these aspects should be determined according to the scoring instructions of the particular MBI-ES version being administered.

Data Analysis

Analysis of MBI-ES-22 data may include the calculation of means and standard deviations for the three dimensions of occupational burnout.

The relationships between burnout and factors such as professional experience, workplace support, and working conditions may also be investigated through correlation analyses.

Comparative analyses can be conducted across different groups of educators—for example, between educators working in different professional settings—to identify potential differences in burnout experiences. These analytical approaches are specifically identified in the source material.

Reliability and Validity

Psychometric evaluation of the MBI-ES-22 may include an assessment of the internal consistency of the questionnaire using measures such as Cronbach’s alpha.

Validity testing may be conducted to examine whether the instrument adequately reflects educators’ actual professional experiences.

The source material also highlights the relevance of cross-cultural studies, particularly when the instrument is applied across different educational environments, in order to assess its suitability for the population under investigation.

Applications

The MBI-ES-22 can be applied in educational research and studies of occupational burnout and professional well-being among educators.

It may be used to investigate relationships between burnout and characteristics of the working environment, compare different groups of educators, and examine factors associated with emotional exhaustion, interpersonal detachment, and perceptions of professional accomplishment.

The information obtained may also provide useful research evidence for developing strategies aimed at supporting educators’ well-being and professional effectiveness.

References

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113.

Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422.