American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2016, 4(14), 1015-1018
DOI: 10.12691/education-4-14-5
Open AccessArticle

Effectiveness of School Principals' Transformational Leadership in Reducing Teachers' Burnout under Normally Demanding versus Extremely Demanding Work Conditions

Sarit Rashkovits1, and Yael Livne1

1Max Stern Yezreel Valley College, Israel

Pub. Date: August 22, 2016

Cite this paper:
Sarit Rashkovits and Yael Livne. Effectiveness of School Principals' Transformational Leadership in Reducing Teachers' Burnout under Normally Demanding versus Extremely Demanding Work Conditions. American Journal of Educational Research. 2016; 4(14):1015-1018. doi: 10.12691/education-4-14-5


This study examines the effect of transformational leadership of school principals on teachers' level of burnout under two types of work conditions, i.e. extremely demanding versus normally demanding schools. Data were obtained from a sample of 263 teachers working in both types of schools, and the hypotheses were tested using hierarchical multiple regression analysis. Results supported all three research hypotheses, showing that (a) burnout level is higher in extremely demanding schools in comparison to normally demanding schools; (b) school principals' level of transformational leadership negatively affects the level of teachers' burnout; (c) this effect is moderated by school type (extremely- vs. normally demanding), such that transformational leadership is more effective in reducing burnout in less demanding schools rather than in high demanding schools. The finding shed light on contextual contingencies of the transformational leadership-burnout relationship.

transformational leadership burnout relationship work conditions

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