Teacher Job Satisfaction and Burnout Viewed through Social Comparisons


  • Tracy Kitchel University of Missouri
  • Amy R. Smith South Dakota State University
  • Anna L. Henry University of Missouri
  • J. Shane Robinson Oklahoma State University
  • Rebecca G. Lawver Utah State University
  • Travis D. Park Cornell University
  • Ashley Schell University of Kentucky




social comparison, agriculture teachers, job satisfaction, teacher burnout


Understanding job satisfaction, stress, and burnout within agricultural education has the potential to impact the profession’s future. Studying these factors through the theoretical lens of social comparison takes a cultural approach by investigating how agriculture teachers interact with and compare themselves to others. The purpose of this study was to determine if relationships existed between social comparison and job satisfaction and/or burnout among secondary agriculture teachers representing six states. Findings indicated that teachers were satisfied with their jobs and tended to engage most frequently in upward assimilative (UA) comparisons, leading to inspiration emotional outcomes. According to the Maslach Burnout Inventory for Educators (MBI–E), teachers experienced low levels of burnout related to personal accomplishment (PA) and depersonalization (DE), and moderate levels related to emotional exhaustion (EE). Seven moderate relationships were found between dimensions of social comparison and either burnout and/or job satisfaction.


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How to Cite

Kitchel, T., Smith, A. R., Henry, A. L., Robinson, J. S., Lawver, R. G., Park, T. D., & Schell, A. (2012). Teacher Job Satisfaction and Burnout Viewed through Social Comparisons. Journal of Agricultural Education, 53(1), 31–44. https://doi.org/10.5032/jae.2012.01031




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