A Social-Psychological Grounded Theory of Teacher Stress and Burnout

Abstract

This article presents a social-psychological model of teacher stress and burnout which emphasizes the importance of teacher performance variables and cycles of teacher-student interactions that develop over time. The theoretical statements that serve as the basis of the framework proposed in this report have been extracted and refinedfrom the Teacher Performance-Motivation Theory (TP-M Theory), a data-based, grounded theory developed directlyfrom a study of public school teachers.

Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

“…Self-efficacy (internal support) and school coping resources such as professional and didactic support (external support) were considered in this study. Previous research has provided evidence that internal variables such as self-efficacy (Chan, 1998(Chan, , 2002Doménech-Betoret, 2006;Van Dick & Wagner, 2001) and external variables such as resources from school (Achwarzer & Greenglass, 1999;Blase, 1982;Breuse, 1984;Doménech-Betoret, 2006) reduce burnout. Self-efficacy is a belief in ones' capability to overcome a specific barrier by investing effort and strategies (Achwarzer & Greenglass, 1999 Figure 1.…”

“…Furthermore, they are understood as barriers or difficulties perceived by teachers that interfere with or hinder the instructional process carried out to achieve learning objectives and which would explain a high level of burnout (Achwarzer & Greenglass, 1999;Blase, 1982).…”

“…While the early frameworks and models of burnout focused exclusively on work-related stressors, recent research adopts a more integrated Figure 1. A simplified model designed to guide this research based on the proposals of Blase (1982) and Kyriacou and Sutcliffe (1978) (adapted from Doménech-Betoret, 2006).…”

“…In this work, four major improvements have been introduced with regard to the previous research we conducted (Doménech-Betoret, 2006) using a similar model: (a) the scales we used in the previous study were refined for this study; (b) the number of participants has increased in relation to the previous study, including not only secondary teachers, but also primary school teachers; (c) the dimensions proposed by Blase (1982), as being indicative of burnout, considered in the previous study, have been replaced by the three components proposed by Maslach and Jackson (1986);and (d) in the present study, all the variables selected have been considered simultaneously by using the structural equation approach.…”

Les sources du stress chez les professeurs de langue

“…Ils ont utilisé différentes perspectives théo-riques et différentes méthodologies de recherche afin de mieux comprendre et de mieux expliquer l'origine et les conséquences du stress (Blase, 1982;Bloch, 1978;Bridges, 1980;Buck, 1972;Kahn, 1964). Au cours des dernières années, un certain nombre de chercheurs ont étudié différents aspects du stress ressenti par les enseignants.…”