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1.
Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
2.
Reza Pishghadam Bob Adamson Shaghayegh Shayesteh Sadafian Flora L. F. Kan 《Assessment in Education: Principles, Policy & Practice》2014,21(1):34-51
Teacher burnout is an important phenomenon that affects the education system and society as a whole. Assessment represents a form of stress for teachers, and this study explores the association between teachers’ assessment-related beliefs and their burnout level. To this end, the Teachers’ Conceptions of Assessment (TCoA) inventory along with the Maslach Burnout Inventory were administered to a sample of Iranian teachers of English language. Multiple correspondence analysis and multiple regression analysis were employed for data analysis. The results reveal a significant relationship between TCoA and the three dimensions of burnout (emotional exhaustion, depersonalisation and reduced personal accomplishment). It is similarly found that conceiving of assessment as irrelevant to the life and work of teachers and learners is the best predictor of Depersonalisation and Personal Accomplishment, whereas Student Accountability is the best predictor of Emotional Exhaustion. Finally, the results are discussed and implications are provided in the context of education. 相似文献
3.
高岩 《辽宁师范大学学报(社会科学版)》2007,30(4):52-55
从教育心理学的角度简要介绍了教师的职业倦怠问题,并对Maslach的职业倦怠问卷进行了改编。经检验,问卷的信度、效度较高。采用改编的英语教师职业倦怠问卷,对朝阳市初中英语教师的职业倦怠状况进行调查与分析,结果发现:初中英语教师情绪衰竭程度偏高,非人性化现象不太严重,个人成就感较强。女性教师群体的情绪衰竭水平明显高于男性,职称、学历因素在职业倦怠3个维度上没有明显差异。 相似文献
4.
This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. Participants were 563 Norwegian teachers in elementary school and middle school. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured. The data were analyzed by means of structural equation modelling using the AMOS 5 program. Teachers' job satisfaction was directly related to two of the dimensions of burnout (emotional exhaustion and reduced personal accomplishment) and indirectly related to all aspects of the school context, through emotional exhaustion and reduced personal accomplishment. The three dimensions of burnout were differently related to the school context variables. Emotional exhaustion was most strongly related to time pressure whereas depersonalization and reduced personal accomplishment were most strongly related to teachers' relations with parents. Implications for both research and educational practices are discussed. 相似文献
5.
高校教师职业倦怠的调查研究 总被引：1，自引：0，他引：1
王天阳 《黑龙江教育学院学报》2009,28(12):83-84
目的:调查高校教师职业倦怠状况及影响因素。方法:对404名高校教师用MB I进行测试。结果:高校教师在情感衰竭维度上男教师显著高于女教师,在成就感维度上女教师得分显著高于男教师,学历对高校教师职业倦怠各维度影响显著,教龄对高校教师职业倦怠的影响没有达到显著性水平。结果:高校教师职业倦怠程度并不严重。 相似文献
6.
教师职业倦怠的心理调适 总被引：1，自引：0，他引：1
宋燕芳 《牡丹江教育学院学报》2007,(4):85
职业倦怠是在以人为服务对象的职业领域中,个体的一种情感耗竭、人格解体和个人成就感降低的症状.通过个人的主观努力,进行心理调适,从而达到一种平衡和谐的心理状态,是教师缓解和消除职业倦怠的有效方法. 相似文献
7.
Although teaching has been described as a profoundly emotional activity, little is known about the emotional demands faced by teachers or how this impacts on their well-being. This study examined relationships between ‘emotional labour’, burnout (emotional exhaustion, depersonalisation and personal accomplishment) and job satisfaction in a sample of UK teachers. Also examined was whether workplace social support moderated any relationships found between emotional labour and strain. The relationship between job experience and emotional labour was also investigated. Six hundred and twenty-eight teachers working in secondary schools in the UK completed questionnaires. Significant associations were observed between emotional labour and all outcomes, with a positive relationship found between emotional labour and personal accomplishment. Some evidence was found that social support mitigates the negative impact of emotional demands on emotional exhaustion, feelings of personal accomplishment and job satisfaction. More experienced teachers reported higher levels of emotional labour. Findings highlight the need for teacher-training programmes to raise awareness of the emotional demands of teaching and consider ways to enhance emotion regulation skills in experienced as well as recently qualified staff. 相似文献
8.
Vesna Jovanović Jasmina Karić Goran Mihajlović Tamara Džamonja-Ignjatović 《欧洲特需教育杂志》2013,28(5):692-701
ABSTRACTThe aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 ± 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students’ special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals. 相似文献
9.
Teaching is a challenging profession sometimes leading to teachers’ burnout: a syndrome of emotional exhaustion, depersonalisation, and reduced personal accomplishment. Burnout effects range from psychological, physical, and behavioural symptoms to increased turnover, which affects students and schools. This study identifies levels of and factors causing Lebanese teachers’ burnout by eliciting their perspectives about the matter. A multiple-case studies design is used; instruments include interviews, researcher’s reflective journal, and questionnaires adapted from the Maslach Burnout Inventory–Educators Survey. Nine teachers who left the profession during the first five years of teaching were interviewed and 92 teachers in service responded to the questionnaire. A cross-case synthesis helped to compare the data between cases in order to discover whether similarities can be found. Triangulation of data is performed through comparing results from each instrument and identifying common categories that are used to address the research questions. Findings show that workload, school environment, coordination/mentoring, classroom environment, and emotional factors are major causes of burnout. This study provided insight on how to identify causes and symptoms of teacher burnout to help prevent the occurrence of the syndrome. 相似文献
10.
Anderson DG 《Child abuse & neglect》2000,24(6):839-848
OBJECTIVES: First, to learn how veteran (2 years or more) child protective service (CPS) investigations workers cope with job stress; and secondly, to examine the relationship between coping strategies and levels of emotional exhaustion, depersonalization, and sense of reduced personal accomplishment (burnout syndrome). METHOD: Cross-sectional, self-report methodology was used to measure coping strategies and the burnout syndrome. The voluntary subjects were 151 front-line CPS workers with at least 2 years experience in a southeastern Department of Social Services. They attended one of nine stress management workshops provided in various locations around the state. Quantitative analyses were run on the data. RESULTS: These workers perceived themselves to use Engaged (active) coping strategies more than Disengaged (avoidant) strategies. Sixty-two percent of participants scored in the high range on Emotional Exhaustion, the aspect some researchers consider to be the heart of Burnout. Those who used Engaged coping were less likely to feel depersonalized and more likely to feel a sense of personal accomplishment. Those who used Disengaged coping were more likely to feel emotionally exhausted, depersonalized, and to have a sense of reduced personal accomplishment. CONCLUSION: Neither the use of active nor avoidant coping strategies saved these workers from Emotional Exhaustion. The problem-focused strategies they are taught and use most do not help deal with the emotional content and context of their work, suggesting the use of emotion-focused coping to prevent and remediate burnout. 相似文献
11.
Laura A. Talbot 《Community College Journal of Research & Practice》2013,37(5):359-373
This study assessed the correlation of burnout among community college nursing faculty members and their use of humor to mediate academic stress related to burnout. Sixty-three community college nursing faculty members were studied using an academic profile survey, the Coping Humor Scale, and the Maslach Burnout Inventory. Forty percent of community college nursing faculty members surveyed reported high to moderate levels of emotional exhaustion, with 73 % experiencing low feelings of personal accomplishment. Differences in burnout between high versus low humor usage respondents showed a higher sense of personal accomplishment with high humor usage. Of those with low humor usage, workload was related to emotional exhaustion and depersonalization. 相似文献
12.
城市初中教师工作倦怠状况及其社会支持的关系研究 总被引：1，自引：0，他引：1
以400名城市初中教师为被试,采用问卷调查法,考察了城市初中教师工作倦怠状况,详细探讨了工作倦怠各维度与社会支持各来源和类型之间的具体关系。结果发现,城市初中教师的情绪衰竭程度较为严重;男、女教师的工作倦怠程度没有显著差异;教龄为1年的教师工作倦怠程度最轻,其次是教龄为6-10年的教师;普通校教师的情绪衰竭和去人性化程度比示范校教师严重,但个人效能感水平不存在显著差异;社会支持对提高教师个人效能感的作用最大;就降低教师工作倦怠程度来说,来源于校领导的支持最为有效,情感支持比实际支持的作用更大;同事支持反而增加了教师的情绪衰竭程度。 相似文献
13.
宋中英 《Frontiers of Education in China》2008,3(2):295-309
This study surveyed the current situation of teacher burnout in a sample of 400 teachers from urban junior high school in
Shangqiu of Henan Province with scales, and examined the relationship between dimensions of teacher burnout and sources and
types of social support they received. The results show that Shangqiu urban junior high school teachers’ emotional exhaustion
is serious; gender does not affect the score of burnout significantly; teachers with 1 year job experience recorded significantly
lower scores of burnout than others, and teachers who have worked for 6–10 years is second; urban junior high school level
affects the score of emotional exhaustion and depersonalization significantly, but does not affect reduced personal accomplishment;
social support is most important to enhance feelings of the teacher’s personal accomplishment; among all the sources, supervisor
and principal support is the most significant predictor of teacher burnout; emotional support is more significant predictor
of teacher burnout than practical support; peer support increases the teacher’s emotional exhaustion.
__________
Translated from Jiaoshi Jiaoyu Yanjiu 教师教育研究(Teacher Education Research), 2007, 19(3): 65–71 相似文献
14.
目的:描述四川省中小学教师的职业心理枯竭现状,并有针对性地探索有效降低中小学教师职业心理枯竭的对策。方法:采用测量法,对四川省182名中小学教师的职业心理枯竭现状进行测量分析,并系统考察四川省中小学教师职业心理枯竭的特点及对策。结果:四川省中小学教师的职业心理枯竭与参照值相比情况较为严重,主要体现在个人成就感和认知枯竭两个维度上;职业心理枯竭的个人成就感维度在所教年级因素上存在差异;职业心理枯竭的情绪衰竭、去人性化、认知枯竭三个维度在有无辞职想法因素上存在显著差异;职业心理枯竭的个人成就感维度在是否担任班主任因素上存在显著差异。结论:四川省中小学教师的职业心理枯竭状况较为严重,同时教师的职业心理枯竭还具有受多种因素影响和心理枯竭状况普遍存在的新趋势和新特点,亟待社会予以关注。 相似文献
15.
Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong 总被引：2，自引：0，他引：2
The relationships among four components of emotional intelligence (emotional appraisal, positive regulation, empathic sensitivity, and positive utilization) and three components of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were investigated in a sample of 167 Chinese secondary school teachers in Hong Kong. One hypothesized and five competing models were constructed and tested using structural equation modeling procedures. The hypothesized model provided an adequate and moderately good fit, suggesting that emotional exhaustion, influenced by emotional appraisal and positive regulation, was causally prior to depersonalization and personal accomplishment, but personal accomplishment could develop relatively independently from the burnout components through the influence of positive utilization of emotions. Implications of the findings on the articulation of components of emotional intelligence and burnout for preventive intervention efforts to combat burnout are discussed. 相似文献
16.
Alina Eugenia Iancu Andrei Rusu Cristina Măroiu Roxana Păcurar Laurențiu P. Maricuțoiu 《Educational Psychology Review》2018,30(2):373-396
We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy. 相似文献
17.
Musa Gursel Ali Murat Sunbul Hakan Sari 《European Journal of Psychology of Education - EJPE》2002,17(1):35-45
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 of 290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBI), were used to measure dimensions of headteachers’ 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. 相似文献
18.
台湾地区教师工作倦怠研究综述 总被引：2，自引：0，他引：2
工作倦怠主要是指在以人为服务对象的职业领域中,个体的一种情感耗竭、人格解体和个人成就感降低的症状.教师工作倦怠是工作倦怠研究的重要领域.本文对台湾地区教师工作倦怠的研究情况进行了介绍,以期对国内教师工作倦怠的研究提供借鉴. 相似文献
19.
A multivariate meta-analysis was conducted to explore the relationship between student misbehavior and the three dimensions of teacher burnout (i.e., emotional exhaustion, depersonalization, and personal accomplishment). A total of 21 independent samples were included in the analysis, which provided a total of 63 effect sizes. Our results indicated that students’ misbehavior related significantly with the three dimension of teacher burnout. The largest effect was between students’ misbehavior and teacher emotional exhaustion, followed by depersonalization, and then personal accomplishment. Moderator analyses revealed that grade level, teacher age, country, percentage of female teachers, and year of publication each explained some variability among the effects. Practical recommendations and recommendations for future research are discussed. 相似文献
20.
The purpose of the present study was to empirically examine the link between practicum-related stressors, perceived general practicum stress, personal variables (i.e. general and teaching self-efficacy, epistemological beliefs, conceptions about teaching and learning, and trait anxiety) and burnout dimensions in a sample of 174 Greek student teachers, immediately after the completion of their practicum. In addition, the study sought to identify the best predictive combination of the studied variables for each burnout dimension. Participants who reported high general practicum stress indicated moderate levels of emotional exhaustion, but low depersonalisation and high personal accomplishment. Statistically significant correlates of burnout dimensions were used in three regression analyses. Results revealed that emotional exhaustion and personal accomplishment were predicted by practicum workload, whereas depersonalisation was predicted by teachers’ epistemological beliefs (i.e. learning process) and practicum-related stressors (i.e. meeting pupils’ needs). The present study contributes to the limited body of existing evidence on burnout in student teachers. The results are discussed in terms of both theoretical and practical implications. 相似文献