ABSTRACT

The Copenhagen Burnout Inventory (CBI) was designed to assess burnout, with specific emphases on fatigue and exhaustion as key dimensions. Despite its extensive utilization and well-documented psychometric properties, though, there remains a dearth of knowledge regarding the structural validity of the CBI, especially among music educators. The present study represents the first known examination of music teacher educator burnout utilizing the CBI-University Faculty (CBI-UF) version. We performed exploratory factor analytical (EFA) methods with a sample of music teacher educators (N = 253). We extracted three empirical factors, accordingly: work and life related burnout, colleague related burnout, and student related burnout with 21-items proving structurally valid and psychometrically sound (Cronbach's alpha = .94). Results suggest that the interpersonal burnout dimensions had a clear demarcation between colleagues and students, and there was an empirical interconnection between work- and personal- related burnout, reflected in an amalgamated latent factor: work and daily life-related burnout.

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