Existential fulfillment and burnout among principals and teachers

W. Tomic*, E. N. Tomic

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review


    Abstract: The aim of the current study was to determine the prevalence of burnout in primary education teachers and primary school principals and to explore the relationship of existential fulfillment to self-reported burnout scores. Random samples of 215 teachers and 514 principals participated in a cross-sectional study using an anonymous, mailed survey. Two questionnaires were used in both studies. The Dutch version of the Maslach Burnout Inventory for teachers (Schaufeli & Van Horn, 1995) was used to assess the teachers’ and principals’ burnout level. Second, existential fulfillment was measured by the Längle, Orgler and Kundi (2003) Existence Scale. The results of the present study indicated that teachers’ and principals’ existential fulfillment is related to their burnout level. Lack of existential fulfillment was an impotant burnout determinant. Unfortunately, this concept has been neglected to date. Existential fulfillment may be a significant and usable point of departure for devising psychological interventions aimed at teachers and principals.
    Original languageEnglish
    Pages (from-to)11-27
    Number of pages17
    JournalJournal of Beliefs & Values-Studies in Religion & Education
    Issue number1
    Publication statusPublished - 28 Apr 2008


    • burnout
    • fulfillment
    • meaning in life
    • scool principals
    • teachers


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