1 Special Issue 2 (2015) 001-009, ISSN: 1823-884x International Conference on Social Sciences & Humanities (ICOSH-UKM2012) Theme: Knowledge for Social Transformation & Development in the 21st Century EXAMINING THE CONSTRUCT VALIDITY OF BURNOUT SCALE USING CONFIRMATORY FACTOR ANALYSIS Ulfiani Rahman, Wan Shahrazad Wan Sulaiman, Rohany Nasir & Fatimah Omar ABSTRACT Many teachers find the demand of their job stressful to the extent that they show symptoms such as reduced performance, lack of attention towards the task, low commitment and low job satisfaction. The results of teacher stress can lead to burnout. This study was conducted to test the construct validity of the Burnout Scale. Therefore, the main objective of this study was to assess the goodness of fit of the measurement model of the Burnout Scale using confirmatory factor analysis (CFA). The Burnout Scale consists of three dimensions, namely emotional exhaustion, depersonalization, and reduced personal accomplishment. The study was conducted on 11 religious schools located in the North, East, South, Middle West of South Sulawesi, Indonesia comprising a total of 339 teachers who participated in the study. However, examination with the normality data showed that only 208 respondents were used as samples. The results of the study showed that the hypothesized measurement model of burnout did not show satisfactory goodness-of-fit of the model with the data, with the values obtained: χ 2 = 656.986, CFI = 0.843, GFI = 0.828, TLI = 0.823, RMSEA = 0.080. The measurement model thus has to be revised. Results of the revised model showed a better fit, with χ 2 = 115.400, CFI = 0.949, GFI = .931, TLI = 0.929, RMSEA = 0.060. Keywords: burnout; confirmatory factor analysis (CFA); emotional exhaustion; depersonalization; reduced personal accomplishment INTRODUCTION Research on emotional exhaustion emerged from Maslach‟s (1982) influential model of burnout. Burnout can be described as a chronic state of exhaustion to long term stress with individuals involved in human service professions as teachers. Although the reasons may differ, all teachers experience stress in their work. The stressors may include students with behavioral problems, problems in the parent–teacher relationship, conflict with colleagues, or having to organize teaching in new way as a consequence of working in teams or because of school reform programs. In the teaching profession, burnout may contribute to and result from both poor classroom climate and school disorganization. Most teachers cope successfully with such stress, for