Effort-reward imbalance and burnout among German school leaders. Representative study findings and implications for an underserved occupational group.

Abstract

This study examines the relationship between gratification crisis and burnout syndrome in German school leaders and explores how sociodemographic and school-level factors relate to burnout. Additionally, it investigates how these factors influence the likelihood of experiencing burnout and engagement based on sociodemographic and school characteristics. The research design focuses on the relationship between the effort-reward imbalance (ERI) model and latent profiles of the Maslach Burnout Inventory. Statistical analyses include group comparisons and logistic regression to examine the relationships between variables, such as ERI and sociodemographic and school-level characteristics. The ERI ratio significantly associated with burnout, indicating higher risk as the ratio rises. Sociodemographic and school-level factors showed significant variations by student numbers and school type. Regression models revealed a positive relationship between ERI and burnout, while age negatively correlated, suggesting lower burnout risk in older leaders. Logistic regression highlighted associations between age, gender, and engagement, with increasing age positively associated with engagement and lower ERI scores associated with higher engagement. The results of the study demonstrate a significant relationship between perceived reward crisis as measured by the ERI model and burnout syndrome among school leaders in Germany. School leaders who feel undervalued and overburdened are more susceptible to burnout. The reported ERI depends on specific contextual variables, including the type of school, the number of students, and the age of the school principal. It is important for schools and educational institutions to address the multiple factors that influence burnout and work engagement among school leaders.