Stress, social support, and teacher burnout in Macau

Cheuk, Wai Hing; Wong, Kwok Sai

doi:10.1007/bf02686872

Cited by 23 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Those issues are crucial to promoting and sustaining teacher for job satisfaction. As explained in Cheuk and Wong (1995), working environment, work load, cultural background of the teacher, exhaustion at the end of a shift, insufficient staff, a sense of poor quality and fear of making a mistake affect headteachers and teachers' job satisfaction. maintained that their teaching deteriorates when teachers are overloaded.…”

Section: Discussionmentioning

confidence: 99%

An analysis of burnout and job satisfaction between Turkish headteachers and teachers

2002

View full text Add to dashboard Cite

This study attempted to explore Turkish headteachers' and teachers' burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBl), were used to measure dimensions ofheadteachers , and teachers' burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others.

show abstract

Section: Discussionmentioning

confidence: 99%

An analysis of burnout and job satisfaction between Turkish headteachers and teachers

2002

View full text Add to dashboard Cite

show abstract

“…Compared with adding extra resources which are costly to implement (e.g., work-family policies), we shed light on the necessity to optimize social support per se. We argue that utilizing support from work domain can reduce work-to-family conflict (Cheuk and Wong 1995;Cohen and Wills 1985;Eng et al 2010). Importantly, we suggest that activating employees' intrinsic motivation to learn from received support for work-to-family facilitation can also strenthen employees' positive evaluation towards organizations.…”

Section: Introductionmentioning

confidence: 94%

Social Support and Job Satisfaction: Elaborating the Mediating Role of Work-Family Interface

2015

View full text Add to dashboard Cite

Social support is a key resource to predict job satisfaction. Yet little research has examined learned benefits in the process of receiving social support from work domain. Drawing from the role conflict and accumulation framework, we propose social support from domain can increase job satisfaction by (1) providing resources that can attenuate work-to-family conflict and (2) activating employees to learn from received support that can enhance work-to-family facilitation. To test the proposed theoretical model, we collected empirical data from 171 full-time employees in China. The empirical results partially supported our two mediator model. As predicted, social support increases job satisfaction through enhancing work-to-family facilitation. However, work-to-family conflict can not mediate the relationships between social support and job satisfaction. Contrasting effect analysis indicated the mediating effect of workto-family conflict is significantly weaker than that of work-to-family facilitation between social support and job satisfaction. We discuss the implications for designing support systems in organizations.

show abstract

“…The fact that teachers are particularly at risk and that this is an international phenomenon is indicated by an extensive research literature comprising studies from a wide range of developed countries (e.g., Kay-Cheng, 1986;Borg & Falzon, 1990;Schaufeli & Daamen, 1994;Soyibo, 1994;Cheuk & Wong, 1995;Hui & Chan, 1996;Rigby & Bennett, 1996;van Horn & Schaufeli, 1997;Pithers & Soden, 1998;Baggaley & Sulwe, 1999;Jacobsson, Pousette, & Thyelfors, 2001;Chan, 2002;Brown, Ralph, & Bember, 2002).…”

Section: Introductionmentioning

confidence: 98%

Resilient teachers: resisting stress and burnout

2004

View full text Add to dashboard Cite

In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers -in other words they have adopted a deficit approach to the problem with the focus firmly fixed on 'what's going wrong'. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking 'what's going wrong' we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others -in other words, we looked at 'what's going right'.

show abstract

Stress, social support, and teacher burnout in Macau

Cited by 23 publications

References 6 publications

An analysis of burnout and job satisfaction between Turkish headteachers and teachers

An analysis of burnout and job satisfaction between Turkish headteachers and teachers

Social Support and Job Satisfaction: Elaborating the Mediating Role of Work-Family Interface

Resilient teachers: resisting stress and burnout

Contact Info

Product

Resources

About