Abstract
Based on Farber’s burnout proposal, the first aim of this study was to examine the psychometric properties of the short version of the Burnout Clinical Subtype Questionnaire (BCSQ-12) in secondary school teachers. The second aim of the study was to examine possible differences in the burnout subtypes in terms of gender, type of school, and teaching experience. Two different samples of 584 (M = 45.04; 43% males) and 106 (M = 45.50; 40% males) secondary school teachers participated in the study. Results obtained from both the exploratory structural equation modeling (ESEM) and the confirmatory factor analysis (CFA) supported the three-factor structure of the BCSQ-12, comprised of overload, lack of development, and neglect. Further, the BCSQ-12 showed adequate composite reliability. The negative relationships between the three-factor structure of burnout, teachers’ basic psychological need satisfaction, and teachers’ job satisfaction provide evidence of the nomological validity of BCSQ-12. Finally, female teachers, state school teachers, and experienced teachers reported a greater risk of suffering one or more of these three burnout subtypes. Theoretical, methodological, and practical contributions of the BCSQ-12 are discussed, highlighting the importance of assessing the three burnout subtypes separately.
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This work was supported by the Spanish Ministry of Economy and Competitiveness (MINECO) (EDU2013–42048-R), the Government of Aragon and the European Social Fund.
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Abós, Á., Sevil-Serrano, J., Montero-Marín, J. et al. Examining the psychometric properties of the burnout clinical subtype questionnaire (BCSQ-12) in secondary school teachers. Curr Psychol 40, 3809–3826 (2021). https://doi.org/10.1007/s12144-019-00333-7
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DOI: https://doi.org/10.1007/s12144-019-00333-7