SAT SUN

Matual
For

JOB-BURNOUT Dr. Zaki Akhtar

Assistant Professor
P.G. Department of Psychology

SCALE Karim City College

JAMSHEDPUR (Bihar)

JBS-AZ
Manual
for

TOB-BURNOUT
SCALE 6araswath
hyayora/a
a Leil

JBS-AZ
Polachi 92 101

Dr. Zaki Akhtar

Assistant Professor
P.G Department of Psychology
Karim City College
JAMSHEDPUR (Bihar)

T.M. Regd. No.564838

A-73256/2005 Dt. 13.5.05
Copyright Regd. No. O

2008 Certified Company

ISBN:978-93-85002-71-1
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[Link] a: (0562) 2601080

Estd. 1971
NATIONAL PSYCHOLOGICAL CORPORATION
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UG-1, Nirmal Heights,
 INTRODUCTION
In this era of globalization and privatization, employees of an organization has
physically and psychologically exhausted with their presentjob. Undue pressure and
highly competitive environment led the life job incumbent in depressive state.
Consequently job situation has turned out into burnout. Hence employees experience
burnout with their [Link] (dese
Burnout was first mentioned in the literature by Bradly (1969) as a psychological
phenomenon that occurred in the helping professions, although Freudenberger (1974)
is regarded as the inventor of the term. The term was adopted from empirical research
where respondents used "burnout" as a metaphor to describe a state of exhaustion in
which they gradually were drained of energy. The historical development of the concept
took place along two lines, where Freudenberger (Freudenberger, 1974) represented
a more clinical approach and Pines (1981) and colleagues placed burnout on the
scientific agenda. vo wilenolo ot eslas
In 1974 Freudenberger noticed that he and some volunteers who were working
with him were feeling exhausted and fatigue (Maslach and Schaufeli, 1993). He referred
to the dictionary for a definition and felt that burnout excessive demands an energy,
strength, or resources" (Freudenberger, 1974). Around the same time Maslach, a social
psychology researches was studying how professionals distance themselves from
emotionally charged jobs so that they can perform their duties. She discovered that
this strategy of distancing themselves had an effect on the employees, "professional
identity and job behavior" (Maslach, &Schaufeli, 1993) when discussing her findings
with an attorney to the phenomenon as "burnout". She adopted the term to describe
these symptoms and found that the term was immediately recognized by her interviews
(Maslach, &Schaufeli, 1993).
There are several definitions of burnout as used by many researchers. Most of
these definitions can be broken down into three parts. The first part attempted to
categorize to phenomenon for example calling it a process, or a final stage. The second
part mentions the causes of it, and the third part mentions the symptoms. Apart from
the fact many of the definitions have these three components, there is litle consensus
regarding what burnout is. The conceptualizations range from specifying that burnout
is a process or endpoint of continuum of stress, to it being a psychological syndrome
(Charness, 1980; Golembiewski, et al., 1988 and Maslach, 1993). There is some
 4 Manual for JBS-AZ c a u s e s are.
MOst experts say that biirn
is caused by
its
about what
-

consensus
due to
excessive demands of the
of the
job, the job being
whether it is
stress in one's job, stress (Freudenberger, 1974:
Pinec.
or negative
emotionally draining, burnout vary greatly. The
concenttot 81; and
of
The symptoms productiaperties of
Forman, 1982). in attitudes, lowered
exhaustion, changes d
reating
treating
burnout include: e. treating them as a objects) (Pines
manner (1.
depersonalized
people in a Maslach, 1993).
Feroer (1983D) described burnoist
1982 and e
1981: Forman, members. It involves a declina i
exhaustion of staff sitive
emotional and physical demands of the [Link] Maslachis
with
and inability to cope
levelsof satisfaction derived Trom several years of research invole
Operational definition of burnout
and field observations of ci d
employees in "peonle
interviews; surveys,
1993). She defined burnOut as: "A psychological syndromeof
professions (Maslach,
and reduced personal accomplishment that
emotional exhaustion, depersonalization,
work with other people in some capacity". Emotiona
can occur among individuals who
exhaustion refers to the feeling of being emotionally over extended and developed of

one's emotional resources. Depersonalization

refers to negative callous or excessively
detached responses to other people, who are usually the recipients of one's services
or care. Reduced personal accomplishment refers to a decline in one's feeling of
competence and successful achievement in one's work (Maslach, 1993)
Maslach and Jackson (1981) as well as Pines, et al. (1981) have indicated that
bumout is composed of three phases, namely: emotional exhaustion, depersonalization
and reduced personal accomplishement. Feelings of emotional exhaustion are a key
aspect of the burnout syndrome. Emotional exhaustion refers to feeling of being
emotionally drained out of one emotional resource. Use of word 'exhaustion' reflects
an important underlying assumption of burnout, namely because burnout syndrome is
most relevant to job holders whose work is very involving (Jackson, Schwab and
Schuler, 1986).
Depersonalization refers to treating people like objects and is often reflected in
the use of objects labels
rather than personal names when referring to clients or co-
workers. In other words it refers to a
to other people. It is a kind of
negative, callous, or excessively detached response
coping response where individuals distance themselves
psychologically order to stem the demands on their emotions. Reduced
in
accomplishment, the third component in burnout refers to a persona
decline in one's feeling o
competence and successful achievement in one's
work. This feeling arise wnen eio
 Manual for JBS-AZ5
situation feel that they
peatedly tailed to produce positive result, until people in that
no longer believe that their actions can and so make a difference. These symptoms
can linger for years, without an individual realizing that what they are feeling
is burnout.
This prolonged stress can bring on feelings of irritability, powerlessness, detachment,
This prolonged stress can bring on feelingsof irritability, powerlessrness, detachment,
burnout symptoms
apathy, complete physical and/or mental exhaustion. While these
are occurring and building up, the individual's passion and
commitment deteriorate.
their lives :
Some experts believe that burnout affects everybody in every area of
It
physical, intellectual, emotional, social and spiritual (Welch Medeiros & Tate, 1982).
well-being variables
has also been connected to an endless list of adverse health and
such as depressed mode, exhaustion, poor performance and premature retirement.
Another property of burnout is the development of negative, cynical attitudes and feeling
towards one's job, clients or organizations (Burke, Greenglass and Scwarzer, 1996).
emotions
Nonetheless, there are others who believe that burnout affects primarily
(Yeager, 1991) and thus refers to it as 'the energy from within' (Bolles, 1992).
Burnout and related constructs
is
Due to the diversity of the definitions, causes and symptoms of the burnout, it
prudent to ask whether it is separate from other related constructs (Maslach Schaufeli,
&

1993) for example, burnout is related to job stress (Maslach Schaufeli, 1993),
&

depression (Greenglass, et al., 1990) and job dissatisfaction (Kahill, 1988).

it is
Maslach & Schaufeli (1993) acknowledge these overlaps and suggest that
not have clear
difficult to distinguish between job stress and burnout because they do
it is not impossible to
cut boundaries separating them from other concepts; however,
that the distinction between burnout
separate them. Maslach & Schaufeli (1993) feel
dissatisfaction is relative
and the other concepts such as job stress, depression and job
time stress is experienced.
what separate burnout from job stress is the lenght of
their context (Maslach
What separates burnout from depression and job satisfaction is
time frame is much
&Schaufeli, 1993). Maslach & Schaufeli (1993) argued that the
stress" where there demands
important in burnout. It is considered to be "prolonged job
This
of the job overwhelm the employees' resources (Maslach Schaufeli, 1993).
&
which refers to the debating of
drawn-out time period is implied in the term burnout
one's reserves (Maslach & Schaufeli, 1993). This process consistent with Selye's
is
consists of three phases:
(1976) mode of general adaptation syndrome. The mode
occurs after prolonged
Alarm, resistance and exhaustion. The final stage, exhaustion,
 Manual for TBS-AZ
Manual o t s in the individuall's resor
resources
6
and results in
the i n d i v i d u a l ' s
being drained
arallel burnout, and and
----

stage that is parallel 1to

to stress
exposure
It is last
damage
occurs.
the
to the the two
irreversible
as occurring
inr esponse
job stress
previous stages
can be seen
(Maslach &
Schaufeli, 1993).
Maslach & Schaife
When separating
depression
from burnout,
the
1993) offer Warr's
t
that it is the
context that makes distinction. The idea
did not that
(tnat is Context free r el.
(1987) explanation context or
occurs in any
depression more often
relaied context. This distinquishon
relate to
occur in a job es is not
any situation),
the burnout
concepts, however, Maslach Burnout lnvons. enough
the two
to differentiate
Exhaustion, Depersonalizaton
and
Personal accomplishmou
components:
and not only one component of burnout, the two com
lated to depression ts
nas similar empirical suonot
distinct. Job satisraction
considered ts
can be
Maslach & (1993)
Schauteli several
mentionthat sh d
distinction from burnout.
found that job dissatisfaction is negatively correlated with the Emotional Exhaustion
n
and Depersonalization Scale,
but not witn Personal ACComplishment. The fact thot
dissatisfaction is related differently to the components of burnout supports their claim
that job dissatisfaction and burnout are not the same concept. Cheniss (1980)
emphasizes. Once it has begun, it is difficult to stop anda highly cynical pessimistie
bumout victim can quickly transform an entire group into burnout. Pines (1981) asserted
that "everyone can experience stress but burnout can only be experienced by people
who entered their careers with high goals, expectation and motivations. Aperson who
has no such initial motivation can experience stress but not burnout".
Burnout and its manifestations hriononlonotooiie6ae aon
Freudenberger (1974) listed several physical signs of burnout, ranging from feelings
of exhaustion and fatigue, headaches and shortness of breath. He also listed behavioral
such as quickness to
sIgns anger, feelings of being overburdened, increased risk-
taking, and excessive use of neurotics. Kahill (1988) revised 65 empirical articles
published between 1974 and December 1984 that focused on symptoms or
professional burnout. She found that the
symptoms could be groupea i
categories: physical, emotional, behavioral, Owing
attitudinal and interpersonal. in ue
peralgraphs each category will be explained with a list of symptoms that Kanil oo
OODe
same
empirically linked to burnout, and the others who have mentonid
symptoms in either empirical or
non-empirical articles.
Orofessional
Professional have been
found that -- JBS-AZ
Manual for ---- -
7
to physical disease complain of physical symptoms
ymptoms ranging
ranging from
fatigu
(Kahill, 1988; ho
ofthe complair Greenglass, et al,
complain are headaches, cold &,Greenglass, al, 1990). Examples of some
blems
oblems (Kahill, 1988). The study flue; sleep disturbanceiand gastrointestinal
burnout nd showed the range of significant gastrointes
correlation that
inked health/physical significant correlation that
ot strong correlation, condition, rangefrom
from -0.16 to -0.44 while these
these are
not
they are non-the-less, not to be
Awide range of emotions, as well, ignored.
fall into the emotional
are anxiety, and depression, category. Some exampies
helplessness and low morale, irritability and guilt and
anger (Kahill, 1988), is a symptom that
Kahil istin her article but more
does not support a
burnout. Behavioral heading includes recent researcn
link to
haibts of the employee. Behavior such as personal and work
drug and alcohol use increase as the person
burnout (Kahill, 1988). Burnout and high
absenteeism may be linked, but Kahill (1988)
found mixed results for this relationship. There
is, however, a correlation between burnout
and turnover, and burnout is related to
deterioration in the quality of service provider
The negative attitudes of employees also fall into the attitude
Charniss
(1980) found a negative change in attitude in his subjects when category.
from what Kahill (1988) lists 15 they burned out, but
negative attitudes ranging from not enjoying one's
work to being intolerant and
dehumanizing one's client. Some of the symptoms
mentioned are cynicism, pessimism,
defensiveness, and desire to escalate from
people, callusness, and negative attitudes towards clients.
ud
The last category covers
interpersonal symptoms. Here Kahill (1988) mentioned
that there are two groups of people who sufer at the hands of
the person being burned
out. The first is the client. Studies have found crisis
telephone counselors were engaging
in human practices, such as "not
answering the phone", and hanging up clients, and
police officers verbaly and physically abusing suspects. The employee's family and
friends also suffer the quality of one's personal relations, the
person has fewer friends,
and the quality of family life is reduced, also marital and
family problems are more
likely to occur.
Literature review related to Burnout
Friedmen (1995) conducted a study with 746 Israeli teachers, revealing that typical
student misbehaviors including disrespect and inattentiveness accounted for 22% of
teacher burnout vairance for the whole sample, across all grade levels
taught.
 - - - - -

Manual for JBS-AZ of teachers inurban:

burnou an secondary schoo
8 studied stress and
(1997)
Gonzalez

discipline
and motivation
was the primary source of
tea SCho
student's
lack of
dictor of burnout. In the stud
study of Gonzalez stress
and the most
significant

identified as mediating
having a effect on burn
nout while (1997
reliaiousness
was
identifiea as the most significant
predictor of burnout. lack ot
was
religiousness
found that there were significant differences in biure
no
Haddad (1998) out level in
marital status and teaching experience. He also found no
resDect to
to age.
differences in burnout level in respect
Ieithwood, et al. (1999) reported that higher levels of burnout occurrer!
ed among
extensIve (more than 24 years) teaching exneriana
teachers with little and quite ce.
The finding of the MacDonald (1999) that the school's management of studente
misbehavior and the burden of non-teaching duties affect more experienced teachers
less than new teachers. Experienced teachers are more concerned with maintain
their autonomy and discretion than less experienced teachers.
intaining
Holloman (1999) examined personal and school-related variables along with bumout
among 383first-yearschool teachers. The result revealed that, no statically significant
differences were found between areas of burnout and the variables of: gender, age
and marital status.

Shejwal& Mohammadi (2000) conducted a study among high school teachers to

study the burnout level among school teachers. They found that male teachers
compared to the female teachers had higher emotional exhaustion. Male teachers
compared to the female teachers showed more depersonalization. But, there was no
significant difference between male and female teachers on job burnout in the area of
loss of personal
accomplishment.
Pestonjee, et al. (2001) investigated relationship between organizational role
and job burnout
stress
among university teachers. The result of the study indicated that
organizational role stress highly correlated with job burnout
among the three groups o
the teachers.

Resick
(2001) found in his study that variables such as age, race, gender,
economic status, income, sOUO
education, family environment, job stress, job security, cial
Support, work characteristics
(being Aor B personality types) correlates with job burnou
 Manual for JBS-Az9
ida. et al. (2002) showed in their study that women have higher amounts of
to women often
cc when involved in a dual-earner tamily system. Compared men,
stress

larger offamily and household responsibilities.

amount
carry a
Alhricha(2002) Concluded that some demographic variables, such as age, marital
burnout. According to him,
hatiis experience and sex were found to be related to
of Jordanian teachers are workload, low salary, lack of self-
maior sources of stress
lack of access to new information
asteem, lack of in-service training opportunities, and
are the major sources of
and knowledge. He also found that demographic variables
teacher burnout.

locus of control, burnout and job

Sunbul (2003) studied the relationship among
school teachers. The findings revealed that
satisfaction among a sample of 297 high
locus of control were positively linked to low burnout and high job satisfaction.
internal
scored lower on depersonalization than males and that younger
He added that females
Based on the obtained results, emotional
teacher experienced higher burnout.
and that age was closely
exhaustion was positively related to external lucus of control
associated with depersonalization and personal accomplishment.
teachers in
Goddard and O'Brien (2003) examined well-being for 123 beginning
and
Australia using the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1981)
found that burnout increased significantly Over an eight month period. Furthermore,
significantly higherburnout levels were reported by beginning teachers who stated
than
that the effort they were putting into perform their professional duties was greater
effort-reward
the rewards they achieved in comparison to teachers who perceived the
balance was equitable. Overall, they confirmed that the year after concluding university
study a significant proportion of graduates who immediately commenced teaching
a

degree wree experiencing burnout within their first 8 months of teaching.

Monica (2004) conducted a study "Occupation Stress of Teachers" on 150 teacher

of Distt. Fatehgarh Sahib and surrounding. She found that teaches of Punjabi medium
Schools are more stressed as compared to the teaches of English medium schools.
The study also reveals that the environment also affects the person. The teachers from

Chandingarh were found to have less stress as compared to the teachers from

Fatehgarh Sahib.
Duggal (2004) conducted study on teacher's burnout in relation to their personality
characteristics, work environment and satisaction. During her studly, she found that
job
 10 Manual for JBS-AZ
teachers are more pronetto stress as compared to their count
private school
of govt. Schools. The
have
result alsO revealed that teachers of rural area a
more stress.
as teachers
Chers
well as of
higher age group
Sari (2004) found that lack of administrative and parental support, inadon
salaries, disciplinary problems, lack of students' interest, overcrowded claseale dequate
classrooms
and public criticism of teachers and their work leads to high burnout. Further. rae
showed that more experienced teachers have less job esearch
satisfaction than their
experienced colleagues. less
Cunningham (2004) studied the elementary teachers, who had less than 10 Vea
experience, and who were over 60 years of age, or who were rugular educatinn ears
teachers. He found that experienced teachers experience higher levels of ation
burnout
Evers et al. (2004) concluded that the risk of burnout is greatly increased
by teachers
having perceptions of unmet or unrealistic goals and a lack of development of
professional accomplishment.
Talmor, et al. (2005) reported that the outward expressions of teacher
burnout are
usually extreme reactions of anger, anxiety, depression, fatigue,
psychosomatic reactions and emotional breakdown.
cynicism, quilt,
Lau, et al. (2005) found in their study that teachers in the
youngest agegroup were
significantly more burned out than their older colleagues. More
was a strong predictor for both the emotional
specifically, young age
exhaustion and
factors. Additionally, teachers with junior rank status had depersonalization
burnout
the burnout dimensions of personal significantly lower scores on
accomplishment. Conclusions obtained from this
data must be tentative, though; teachers in
Hong Kong may have very different
experiences and a unique cultural context from which they teach
in the United States. compared to educators
Kumari (2008) found that high burnout
all the three dimensions of burnout
subjects have scored significantly high on
i.e. emotional exhaustion,
reduced personal accomplishment. depersonalization and
Anand and Arora (2009) found in their
study that young executives with moderate
burnout are found to have low
satisfaction in life. Further, the substantial negative
correlation observed between
emotional exhaustion and life satisfaction. They obtained
negative correlation between burnout and physical as well
Burnout influences the psychological quality oT ie.
physical and psychological quality of life slighty.
 Manual for JBS-Az11
.
-

auhan (2009) fount thatmmanagers belonging to the lower age group scored the
Chauhan (2009)
higheston thet h e depersonalization. This could be attributed to the fact that the younger
managers have very high expectationffrom self and from the organization, which could
ead to some amount of depersonalization but over time they tend to become more
i
rea
Managers in the senior level scored the highest on the dimension of personal
accomplishment followed by those in the middle level and junior. He also revealed that
s GCore on job involvement was high, the managers scored low on burnout, the
managers scored low on depersonalization and emotional exhaustion and moderately
personal accomplishment. Job involvement had a negative correlation with the two
anative dimensions of burnout-depersonalization and positive correlation with burnout-
personal accomplishment.

Azeem (2010) revealed that personality hardiness and job involvement resulted
from job burnout of teachers. Job involvement are found to be negatively and significantly
correlated with depersonalization and positively with personal accomplishment
dimension of burnout. Commitment, challenge, control and total personality hardiness
are found to be negatively related with emotional exhaustion. Commitment and total
personality hardiness are also found to be negatively related with depersonalization.
Sharma, et al. (2010) determined the impact of burnout and psychosocial stressors
on the job satisfaction among male and female lawyers from different courts of Himachal
Pradesh (India). The stepwise regression analysis indicated that emotional exhaustion,
stress due to clients, work under load and economic position have turned out to be the
significant predictors of job satisfaction showing 45% variance for males and 55%
variance for females. The t-test analysis revealed higher job-satisfaction for male
lawyers as compared to their female counterparts. Whereas, female lawyers
experienced significantly greater psychosocial stressors and burnout as compare to
male lawyers.

Lopez, et al. (2010) identified from an integrative approach, the main predictors of
different manifestations of occupational malaise (stress, burnout and job
dissatisfaction). The sample consists of 1,386 teachers from compulsory secondary
education. Specifically, support by colleagues, optimism, hardiness, daily hassles and
e events are valid predictors of stress, burnout and job dissatisfaction in secondary

school teachers.
 12 Manual for JB5-AZ ---

--
- -

Bhagyashree (2011) studied the relationship between burnout and rro ------ -

rnout and professional

commitment. There is significant difference found between the mean
scores
ores et a
of personal
accomplishment and emotional exhaustion of male and female teacher aci
Researcher used Masclach & Jackson Burnout
Inventory (1986)
burnout. Female teacher eductors get more emotionally
tomeasiure
exhausted than male [Link]
female are workingeacher
educators. The reason behind this is that in Indian tradition
at home as well as at colleges. Due to this work more
mo
they get easily tired and emotionall
exhausted than male teacher educators. PA of female teacher ly
than male teacher educators. It indicates that educators is
greater
areat
female teachers have
satisfaction in this profession. To achieve the goals of interest and
educators increase their personal achievement. profession the female teacher
Akhtar (2012) reported that
serving employees were more prone to suffering from emotional longer
exhoustion.
Khatoon (2014) study found that overall male
and female school
differ significantly on their level of teachers did not
burnout, but not differed significantly on social
and job satisfaction. The school support
teachers belong to both
differed significantly on burnout, social government and private
low experienced school teachers
support and job satisfaction. Overall high and
differed significantly in their
social support and job satisfaction. experience of burnout,
revealed that burnout and job satisfaction
Furthermore, the product movement correlation
each other, burnout and social negatively and significantly correlated with
each other, whereas job
support also negatively and significantly correlated with
satisfaction and social support
Correlated with each other. positively and significantly
Construction of the Scale
In the initial
stage a total of 72 statements related to Burnout at or
prepared and the same were submitted to a due to Job, were
and selection of the panel of six experts for their view, opinion
statements.
The experts'
panel was unanimous on a list of 50
as the first form of
the Job-Burnout statements, which were selected
[Link]
This first formate of the
scalehaving 50 statements and Five-point altenative
answers viz., Always, Often, Undecided, Sometimes and
on a
Tryout sample of 150 Never was administerea
personnels working in various jobs, both in public
private organizations. and
 Manual for JBS-AZ 13
Scoring pattern was
The
TABLE 1
Always
Often Undecided Sometimes Never

5
4 3 1

fem Analysis

The score of each the 150

total sample population was correlated with the total
of each item.
SCore

In this way
20 statements having r-value below.05 significance level were rejected.
correlated and as such they were
negatively significantly
Two statements were

retained.

Scale has 30 statements, out of which 28 are

The final formate of the Job-Burnout
positive and 2 are negative.
TABLE 2
Type of Statements

Itemwise Serial No. Total

Sr. No. Type of Statements

. Positive 1,2,3, 4,5, 6, 7, 8, 9, 10, 11, 12, 13,

23, 28
14, 15, 16, 18, 19, 20, 21, 22,
25, 26, 27, 28, 29, 30
02
17, 24
I. Negative
30
Grand Total of Statements

TABLE 3

Scoring System
Unde- Never
Sr. Type of Often Sometimes
Always cided
No. Items 2 1
4 3
Positive 5
3 4 5
2
I. Negative
 14 Manual for JBS-AZ
Standardization of the Scale -

The final formate of Job-Burnout Scale with 30 statements was

administe
representative sample of 1000 personnels (500 male and 500
various positions in public and private sectors. All the 1000 female) stered
500 femalel e ona
working
1000 personnels
personnelinin
professionally trained and having a minimum of 5 years of experience of were
job and
conditions.
working
Reliability
The reliability of the scale was determined by two
wayS:(1) Test-Retest Meth.
and (2) Split-half (odd-even) method. ethod
(1) Test-Retest Method The scale was administered on a
sample of 150 personnels (75 male + 75 female). This sample was randomly selectos
ted
the scale after a gap of 14 days. The correlation of readministero
stered
co-efficients found was r=07A
which is significant at .01 level of
significance.
(2) Split-half (Odd-even): Correlation by Spearman Brown Prophecy Formula
was +0.76 which is significant at .01 level of
significance.
Validity
The validity of the scale was checked by concurrent validity method.
determined by applying Job-Burnout Inventory of Maslach & It was
Jackson (1986). Both
these scale were administered on
sample of 150 personnel. The correlation found
was +0.69 which is significant at .01 level of
significance.
The Statistical Results
As per the scoring system of the scale, the minimum and maximum
is 30 to 150. range of score
The statistical results
reparately for Male group and Female
group are being
presented in Table 4.

TABLE4
Statistical Results
Sr. No. Type of Group N Mean SD Skew Ku
1. Male 500 85.90 20.30 0.677 0.74
2. Female 50 79.40 19.43 0.88 0.97
 Manual for JBS-AZ| 15
Norms

basis presented in Table 4, z-Score Norms separately

ofthestatistical
results

On the i n and
and Female group have been prepared and the presented in Table 5
group
forMale
and6 respectively.

interpretation of the level of Burnout have been given in Table 7.

Norms for
ABLE 5: Z-Score Norms for Male Population for Job-Burnout Scale

Mean: 85-90 SD: 20-30 N 500

RAW Z RAW Z- RAW

RAW Z Z
Score Score Score Score Score Score Score
Score
-2.45 61 -1-22 86 0-00 111 +1-23
36
-2.-40 62 -1.17 87 +0-05 112 +1-28
37
-2-35 63 -1.12 88 +0-10 113 +1-33
38
-2.31 64 -1-07 89 +0-15 114 +1-38
39
-2-26 65 -1-02 90 +0-20 115 +1-43
40
41 -2-21 66 -0-98 91 +0-25 116 +1-48
42 -2.16 67 -0-93 92 +0-30 117 +1-53
43 -2-11 58 -0-88 93 +0-34 118 +1-58
44 -2-06 69 -0-83 94 +0-39 119 +1-63
45 -2-01 70 -0-78 95 +0.44 120 +1-67
46 -1-96 71 -0-73 96 +0-49 121 +1-72
47 -1-91 72 -0-68 97 +0-54 122 +1-77
48 -1-86 73 -0-63 98 +0-59 123 +1-82
49 -1-81 74 -0-58 99 +0-64 124 +1-87
50 -1-76 75 -0-53 100 +0-69 125 +1-92
-1-71 76 -0-48 101 +0-74 126 +1-97
52 -1-67 T7 -0.43 102 +0-79 127 +2-02
53 -1-62 78 -0-38 103 +0-84 128 +2-07
54 -1-57 79 -034 104 +0-89 129 +2-12
55 -1-52 80 105
-0-29 +0-94 130 +2-17
56 -1-47 81 -024 106 +0-99 131 +2-22
57 -1.42 82 -0.19 107 +1-03 132 +2.27
58 -1-37 83 -0-14 108 +1-08 133 +2-32
59 -1-32 84 -0-09 109 +1.13 134 +2-36
60 -1-27 85 -0-04 110 +1.18 135 +2-41
16 Manual for JBS-AZ
---
TABLE 6
z-Score Norms for Female Population for Job-Bumout Scale
SD 19.43 N 500
Mean: 79.40

RAW Z RAW RAW Z RAW

Z
Score Score Score Score Score Score Score
Score
31 -2-48 56 -1-20 81 +0-08 106
+1-36
32 -2-43 57 -1.15 82 +0-13 107
+1.41
33 -2-38 58 -1-10 83 +0-18 108
+1-47
34 -2:33 59 -1-04 84 +0-23 109
+1-52
35 -2-28 60 -0:99 85 +0-28 110 +1-57
36 -2-23 61 -0.94 86 +0-33 111
+1.62
37 -2-17 62 -0-89 87 +0-39 112 +1-67
38 -2-12 63 -0-84 88 +0-44 113 +1-72
39 -2.07 64 -0-79 89 +0.49 114 +1-78
40 -2.02 65 -0-74 90 +0-54 115 +1-83
41 -1-97 66 -0-68 91 +0-59 116 +1-88
42 -1.92 67 -0-63 92 +0-64 117 +193
43 -1-87 68 -0-58 93 +0-69 118 +1-98
44 -1-81 69 -0-53 94 +0-75 119 +2-03
45 -1-76 70 -0-48 95 +0-80 120 +2-08
46 -1-71 71 -0-43 96 +0-85 121 +2-13
47 -1-66 72 -0-38 97 +0-90 122 +2-19
48 -1-61 73 0-32 98 +0-95 123 +2-24
49 -1-56 74 -0-27 99 +1-00 124 +2-29
50 -1-51 75 -0-22 100 +1-06 125 +2-34
51 -1-46 76 -0-17 101 +1-11 126 +2.39
52 -1.40 T7 -0-12 102 +1-16 127 +2.44
53 -1-35 78 -0-07 103 +1-21 128 +2-50
54 -1.30 79 -0-02 104 +1-26 129 +2.55
55 -1-25 80 +0-03 105 +1-31 130 +2-60
 Manual for JBS-AZ 17

TABLE 7

Norms for Interpretation of the Level of Job-Bumout

Range of z-Scores Grade Level of Job-Burnout

Sr. No.

+2-01 and above A Extremely High Job-Burnout

1.

+1-26 to +2-00 B High Job-Burnout

2

Above Average Job-Burnout

3. +0-51 to + 1-25 C

Average/Moderate Job-Burnout
4. -0-50 to +0-50 D

E Below Average Job-Burnout

-1-25 to-0-51
5

F Low Job-Burnout
6 -2.00 to-1-26

G Extremely Low Job-Burnout

7. -2-01 and below

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