Job burnout and job leaving in public school teachers: Implications for stress management

Carlson, Betty Clark; Thompson, John A.

doi:10.1007/bf01701948

Cited by 38 publications

(37 citation statements)

References 3 publications

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“…In comparison with other professional groups, teachers show higher levels of exhaustion and cynicism, the crucial dimensions of the burnout syndrome [3]. Frequently identified sources of stress among teachers include: inadequate salary and the perceived low status of the profession [28], role conflict and ambiguity [29], time pressure [30], student misbehavior, relationships with supervisors [31], emotional demands [32], working conditions, lack of resources and social support (for a relevant review see [33]). A study conducted on a large group of Polish teachers showed that the most significant sources of stress were: inadequate salary, extensive workload, lack of control, teacher-student ratio, lack of social support from supervisors and co-workers, student misbehavior and mobbing [34].…”

Section: Sources and Outcomes Of Teacher Burnoutmentioning

confidence: 99%

Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work

Mojsa-Kaja

Golonka

Marek

2015

Int J Occup Med Environ Health

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Objectives:The main goal of the present study was to analyze the burnout syndrome due to selected personality traits (based on the Cloninger's psychobiological personality model and positive and negative affectivity) and the degree of mismatch between teachers and their work environment (described in terms of the Model of Worklife Areas). The 2nd goal was to determine if the participants could be classified into different burnout profile groups (clusters) based on their burnout dimension (exhaustion, cynicism and efficacy) scores and whether those groups differed significantly with regard to their personality traits and levels of mismatch between them and the workplace. Material and Methods: Individual and contextual factors responsible for burnout were analyzed in a group of 205 Polish teachers who completed a set of questionnaires: Maslach Burnout Inventory -General Scale, Areas of Worklife Scale, Temperament and Character Inventory, and Positive and Negative Affect Schedule. Results: The hierarchical regression analysis revealed that teachers' efficacy is determined only by personality factors, while exhaustion and cynicism are determined by both individual and organizational variables. The cluster analysis revealed 3 groups (burnout, engaged, ineffective) that varied in the level of all burnout dimensions. Teachers experiencing burnout perceived a higher level of mismatch between themselves and the work environment, compared to the engaged teachers demonstrating better alignment. The engaged teachers were lower on negative affectivity and higher on self-directedness as compared to the burnout group. Conclusions: The study provided insight into the role of individual factors in the development of teacher burnout and engagement. Negative affectivity could be considered as a predisposing risk factor and self-directedness as a protective factor for burnout.

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Section: Sources and Outcomes Of Teacher Burnoutmentioning

confidence: 99%

Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work

Mojsa-Kaja

Golonka

Marek

2015

Int J Occup Med Environ Health

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“…Other aspects remained unclear and conflicting. In particular, the influence of factors such as age, gender, school type, work stressors, and work-related resources was not convincingly resolved (Barth 1997;Buschmann and Gamsjä ger 1999;Bü ssing and Glaser 2000;Clark Carlson and Thompson 1995;Friedman 1991Friedman , 1996Maslach and Jackson 1984;Schwarzer et al 2000;van Dick and Wagner 2001;Wegner et al 2004).…”

Section: Introductionmentioning

confidence: 96%

Burnout and effort–reward-imbalance in a sample of 949 German teachers

Unterbrink

Hack

Pfeifer

et al. 2007

Int Arch Occup Environ Health

184

111

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“…Existing studies show that most teachers experience stress during their work and identify the following sources of stress that decrease job satisfaction and increase the risk of burnout: role conflict and ambiguity, time pressure, inadequate salary and perceived low status of the profession, student misbehavior and relationships with supervisors (Carlson & Thompson, 1995;Chan, 1998;Caprara et al, 2006). Long-term stress can result in chronic exhaustion that closely correlates with the burnout syndrome.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy and Burnout Syndrome Among Teachers

Smetáčková¹

2017

EJSBS

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Since the burnout syndrome is highly prevalent in the teaching profession, there is a great need to identify protective factors from chronic stress and long-term professional dissatisfaction among teachers. One of these could be self-efficacy. This study examines the connection between burnout syndrome and self-efficacy among the teachers at Czech grammar schools. The sample consists of 2394 teachers at Czech grammar schools. The survey instrument were two questionnaires which included: 1) Shirom-Melamed Burnout Scale and 2) Czech Teachers Self-efficacy Scale which was developed within the study. Both instruments showed good reliability (over .90) and other acceptable psychometrics. The findings revealed that the correlation between burnout and self-efficacy was significant and different rates of burnout among teachers with high selfefficacy and low self-efficacy. In conclusion, the study detected a negative correlation between self-efficacy and burnout syndrome. A strong correlation was found between emotional burnout and self-efficacy. The correlations between burnout subscales and self-efficacy subscales were also considered. The differences based on gender, teaching experience and educational level were also considered with regard to burnout and self-efficacy.

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Job burnout and job leaving in public school teachers: Implications for stress management

Cited by 38 publications

References 3 publications

Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work

Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work

Burnout and effort–reward-imbalance in a sample of 949 German teachers

Self-Efficacy and Burnout Syndrome Among Teachers

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