The Use of Instruction and Supervision in Interaction Analysis on Burned out Teachers: Its Effects on Teaching Behaviors, Level of Burnout, and Academic Learning Time

Mancini, Victor H.; Wuest, Deborah A.; Vantine, K. Whitney; Clark, Elizabeth

doi:10.1123/jtpe.3.2.29

Cited by 18 publications

(6 citation statements)

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“…It can lead to a deterioration in the quality of service provided and is also a factor in staff attrition, absenteeism and low morale (Weinberg ef aZ., 1981). Burned out teachers give less information, less praise, less acceptance of their students' ideas, and interact less frequently with them (Mancini et al, 1984).…”

Section: Teachers Of Children With Severe Learning Difficultiesmentioning

confidence: 99%

Burnout and Workload in Teachers of Children with Severe Learning Difficulties

Male

May

1997

Brit J Learn Disabil

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This paper addresses the possibility that teachers of children with severe learning difficulties (SLD) may be especially vulnerable to heightened stress levels. A postal questionnaire posing investigative questions relating to workload and sources and quality of stress was sent to eight SLD schools in inner city, urban and rural areas in the south-east of England. Fifty-seven SLD teachers responded. Results indicated that SLD teachers were subject to high workload and long hours of work. High scores were obtained for the variable Emotional Exhaustion as measured by the education version of the Maslach Burnout Inventory. Qualitative data identified workload and challenging behaviour as the most frequently cited sources of intense stress. Results are discussed with reference to the need to develop effective job-related coping strategies for SLD teachers.

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Section: Teachers Of Children With Severe Learning Difficultiesmentioning

confidence: 99%

Burnout and Workload in Teachers of Children with Severe Learning Difficulties

Male

May

1997

Brit J Learn Disabil

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“…Burned-out teachers give significantly less information, less praise, less acceptance of their students' ideas, and interact less frequently with them (Mancini et al, 1982(Mancini et al, , 1984. Thus, stress and burnout have a negative impact on teachers and the pupils they teach.…”

Section: Introductionmentioning

confidence: 99%

The Incidence of and Influences on Stress and Burnout in Secondary School Teachers

Capel

1987

Brit J of Edu Psychol

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SUMMARY. This study investigated the relationship with stress and burnout of eight selected psychological, organisational and demographic variables in secondary school teachers. Teachers (N = 78) from four secondary schools completed self report measures of stress, burnout, role conflict, role ambiguity, locus of control, and organisational and demographic variables. Regression and follow-up canonical correlation analyses indicated that six of the eight selected variables were significantly related to stress, total burnout, frequency and intensity of burnout, emotional exhaustion, depersonalisation and personal accomplishment subscales. Role ambiguity and locus of control explained most variance on stress and all burnout scales except burnout intensity and emotional exhaustion, which were best explained by number of years teaching experience. Overall, however, stress and burnout levels were found to be low. Theoretical implications of the study include identifying whether levels of stress and burnout increase during the course of the school year, and identifying variables which can be included in other studies. Practical implications of how to overcome factors leading to stress and burnout as identified in this study are also discussed.

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“…For example, civic virtue behaviours may provide opportunities for teachers to create social networks and increase their access to resources. This may, in turn, enhance their ability to cope with demands and their sense of well‐being which, as research has shown, leads to improved relations with students (e.g., Mancinci, Wuest, Vantine, & Clark, 1984). Alternatively, as suggested by others, engaging in OCBs may create a cohesive climate among employees, enhancing their motivation, and ability to cope with stress (Niehoff, 2005) and spilling over into their interactions with external customers (Schneider & Bowen, 1993).…”

Section: Discussionmentioning

confidence: 99%

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

Jimmieson

Hannam

Yeo

2010

British J of Psychology

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The present study investigated the impact of teachers' organizational citizenship behaviours (OCBs) on student quality of school life (SQSL) via the indirect effect of job efficacy. A measure of teacher OCBs was developed, tapping one dimension of individual-focused OCB (OCBI - student-directed behaviour) and two dimensions of organization-focused OCB (OCBO - civic virtue and professional development). In line with previous research suggesting that OCBs may enhance job efficacy, as well as studies demonstrating the positive effects of teacher efficacy on student outcomes, we expected an indirect relationship between teachers OCBs and SQSL via teachers' job efficacy. Hypotheses were tested in a multi-level design in which 170 teachers and their students (N=3,057) completed questionnaires. A significant proportion of variance in SQSL was attributable to classroom factors. Analyses revealed that the civic virtue and professional development behaviours of teachers were positively related to their job efficacy. The job efficacy of teachers also had a positive impact on all five indicators of SQSL. In regards to professional development, job efficacy acted as an indirect variable in the prediction of four student outcomes (i.e., general satisfaction, student-teacher relations, achievement, and opportunity) and fully mediated the direct negative effect on psychological distress.

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The Use of Instruction and Supervision in Interaction Analysis on Burned out Teachers: Its Effects on Teaching Behaviors, Level of Burnout, and Academic Learning Time

Cited by 18 publications

References 0 publications

Burnout and Workload in Teachers of Children with Severe Learning Difficulties

Burnout and Workload in Teachers of Children with Severe Learning Difficulties

The Incidence of and Influences on Stress and Burnout in Secondary School Teachers

Teacher organizational citizenship behaviours and job efficacy: Implications for student quality of school life

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