ISSN 1789-8919
e-ISSN 2786-1562
In this paper, I want to present a work that, by national standards, fills a gap. Although the research cited below has already examined the risk of teacher burnout, the dimensions of burnout risk and the extent of exposure to it have not been measured by domestic educational researchers in the last two decades. I will now take up this work and try to explore the variables that play a role in principal burnout. Exhaustion at work, the monotonous daily tasks that are given to us all, make us think that it would be better not to work or to do something else entirely. This is the problem that has prompted the quest for half a century now to investigate and measure burnout with empirical data. Maslach et al. (2001) developed the finalised questionnaire on teacher burnout. We have used this measure in our previous research to examine teacher burnout, drawing on the experience of domestic research (Szabó and Jagoics, 2016). This time, we investigated domestic school principals' perceptions of burnout using the adapted Maslach questionnaire. Principals (N=53) completed a Likert-scale questionnaire online, which included background questions on home environment, school environment and work experience. We conducted our analysis by comparing the results with those found in the international and national literature, which are discussed in this article.
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