Predictors of classroom stress and burnout experienced by gifted and talented students

Classroom stress and burnout experienced by 121 gifted and talented students were assessed in combination with seven background variables (i.e., sex, age, IQ, etc.), five personal variables (i.e., creative personality typology, locus of control, family environment, other-rated behavioral, academic self-esteem, and self-rated self-esteem), three general anxiety and stress variables (i.e., state/trait anxiety, life change events), and two organizational variables (i.e., classroom tedium and quality of school life). The student's age, sex, birth order, IQ, and achievement level bore little relationship to either stress or burnout. Poor self-esteem, an externalized locus of control, high levels of state and trait anxiety, poor school life quality, and tedium proved to be significant predictors of classroom stress. These, plus problems in the family environment and high classroom stress levels, predicted significant levels of classroom burnout. Males reported a greater number and different types of stress and burnout sources than did females, indicating differentiated sex-related problems with stress and burnout.     

教师工作倦怠成因及应对策略分析

工作与组织特征、角色冲突与角色压力、控制感与学生问题、学校组织气氛以及教师个体的人格等因素都是影响教师工作倦怠的重要变量。针对教师工作倦怠产生的原因,社会、学校与教师个体三个方面应该联合起来、共同努力,以缓解与减少教师工作倦怠现象的产生。     

Emotional intelligence and negative feelings: a gender specific moderated mediation model

This study aims to clarify the effect of emotional intelligence (EI) on negative feelings (stress, anxiety, burnout and depression) in a gender specific model. Four hundred and twenty-five primary school teachers (326 males, 99 females) completed the measures of EI, stress, anxiety, burnout and depression. The multi-group analysis was performed using a structural equation approach. The moderated mediation results show that there are gender related differences in the relationships of age, emotional intelligence, stress, anxiety, burnout and depression. The results imply that school managers should take into consideration the teachers’ personal variables such as gender and age in order to assess the use of emotional intelligence in coping with negative feelings at the place of work effectively.     

中小学教师工作倦怠的研究

中小学教师工作量的大小、教师的控制感、教师角色模糊和角色冲突、教师个体人格因素以及学校组织气氛和学生的纪律问题都是影响中小学教师工作倦怠的重要因素。中小学教师的工作倦怠不仅会影响学校的教育质量,而且还会影响中小学教师和学生的身心健康。社会、学校与教师个体三个方面应该联合起来共同努力,以缓解与减少教师工作倦怠现象的产生。     

Role stress and perceived intensity of burnout among school psychologists

This study investigated the relationship between role stress and perceived intensity of burnout for 209 school psychologists. It also investigated differences in role stress and burnout for school psychologists and four other educator groups (i.e., classroom teachers, school social workers, guidance counselors, and reading specialists). Concerning the three measures of burnout, school psychologists reported midrange perceptions of burnout along the Emotional Exhaustion and Personal Accomplishment dimensions and the second lowest level of burnout for Depersonalization, the second aspect of burnout. School psychologists also reported the second highest level of Role Conflict and the highest level of Role Ambiguity compared to other teacher groups. Findings also indicated that the components of role stress are significant predictors of the three aspects of burnout. Implications of these findings and suggestions for further research are offered.     

Mediating stress: Survival of the hardy

The present study explored variation in individual personality characteristics, termed “hardiness,” among female elementary teachers who had differing levels of burnout despite high levels of occupational stress. One hundred thirty-four female elementary teachers completed the Teaching Events Stress Inventory, the Maslach Burnout Inventory, The Allienation Test, and the Internal-External Control Scale. Data also were collected on demographic variables, incidence of stress-related physical and mental illness, and coping activities. Teachers with high stress and low burnout were less alienated than were teachers with high stress and high burnout. The low burnout teachers chose more active types of coping activities than did the high burnout teachers. Incidence of stress-related physical illness was significantly correlated with level of stress, emotional exhaustion (burnout), and alienation. Implications for future research and school district interventions are discussed.     

Stress Among Teachers: Exploring the Role of Cultural Diversity in Schools

We investigated the effects of stereotypical expectations regarding cultural diversity on teachers’ feelings of burnout, stress, and self-efficacy beliefs. With an experimental design, we confronted teachers with fictitious schools that were either high or low in cultural diversity and assessed the teachers’ feelings of burnout and self-efficacy beliefs (Study 1) and their stress with respect to culturally responsive teaching and locus of control (Study 2). Teachers who were confronted with a highly culturally diverse school showed higher feelings of burnout and stress and lower self-efficacy than teachers presented with a school low in cultural diversity. School composition affected teachers from primary and secondary schools differently. The consequences of holding stereotypical beliefs about highly culturally diverse schools are discussed.     

高职教师职业倦怠现状的统计分析及对策研究

高职教师在高职教育的健康发展中起着重要的作用。充分认识高职教师的职业倦怠现状,进而分析其对策是必要的。本文基于问卷调查的统计分析,初步探讨了高职教师职业倦怠的现状,并提出了解决的对策。     

边远地区中小学女教师职业压力现状分析

采用问卷调查的形式,对边远地区300名在职中小学女教师的职业压力基本表现进行研究,并分析了影响边远地区中小学女教师职业压力的主要因素。结果表明:(1)边远地区中小学女教师职业压力普遍较大,24.1%的女教师体验着重度的职业压力。(2)边远地区初中女教师在职业压力总分及各因子得分均显著高于小学和高中女教师;主科教师在考试压力和工作负荷方面压力显著高于副科教师;班主任教师在考试压力和工作负荷方面压力显著高于非班主任教师。(3)部分女教师面临家庭与事业发展的双重冲突,尤以研究生学历女性为最。(4)建立良好的社会支持系统是缓解教师职业压力的重要前提,增强自我职业压力管理能力是缓释教师职业压力的关键策略。     

Stress, Burnout and Workload in Teachers of Children with Special Educational Needs

Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed.     

河北省幼儿教师职业倦怠现状调查研究

以河北省幼儿教师为被试,采用问卷调查法研究河北省幼儿教师的职业倦怠及影响因素。研究表明：河北省99％的幼儿教师有明显的职业倦怠表现,教师的教龄、学历、婚否及有无孩子对其职业倦怠影响明显,其中工作时间少于5年的幼儿教师的总体倦怠程度比其他教龄段教师的总体工作倦怠程度更低;中专或高中学历的幼儿教师,相比较大专和本科学历的教师,表现出更大的工作倦怠;已婚和有孩子的幼儿教师,相对于未婚和无孩子的幼儿教师,在工作中体验到更严重的倦怠感。     

现阶段农村初中教师心理问题的成因与对策

农村初中教师常见的心理问题表现为:自卑和孤僻,抑郁和焦虑,冲动和强迫,偏执和敌对,职业倦怠,人际交往障碍。形成的原因有:教育对象身心发展的特点,教师的职业特点,教师的自身因素,社会文化因素和学校环境因素。应充分调动社会、学校、教育行政部门以及教师自身等各方面的力量,对农村初中教师的心理问题进行全面干预。     

Conflict and Ambiguity over Work Roles: The Impact on Child Care Worker Burnout

This study looks at the child care workplace from the viewpoints of occupational stress and social support as they relate to staff burnout. Subjects included 188 child care workers from licensed child care centers in predominantly rural areas of Pennsylvania. Hierarchical multiple regression was used to assess the contribution of work role conflict and work role ambiguity (two forms of occupational stress) to predictions of three facets of burnout (i.e., emotional exhaustion, depersonalization, personal accomplishment). In addition, the buffering effect of social support on the relationship between these variables was assessed. The results show that both work role conflict and work role ambiguity predict a significant portion of the variance in all three facets of burnout. In addition, support is provided for the hypothesis that social support buffers the effect of work role conflict and work role ambiguity on perceived emotional exhaustion and depersonalization. The results are discussed in terms of changes that could be made to improve child care as an adult work environment.     

Conflict and Ambiguity over Work Roles: The Impact on Child Care Worker Burnout

This study looks at the child care workplace from the viewpoints of occupational stress and social support as they relate to staff burnout. Subjects included 188 child care workers from licensed child care centers in predominantly rural areas of Pennsylvania. Hierarchical multiple regression was used to assess the contribution of work role conflict and work role ambiguity (two forms of occupational stress) to predictions of three facets of burnout (i.e., emotional exhaustion, depersonalization, personal accomplishment). In addition, the buffering effect of social support on the relationship between these variables was assessed. The results show that both work role conflict and work role ambiguity predict a significant portion of the variance in all three facets of burnout. In addition, support is provided for the hypothesis that social support buffers the effect of work role conflict and work role ambiguity on perceived emotional exhaustion and depersonalization. The results are discussed in terms of changes that could be made to improve child care as an adult work environment.     

浅析我国中小学教师职业倦怠

我国中小学教师职业倦怠成为教育生活中一个越发突出的问题。其产生的主要原因是社会对教师的期望值过高,教师缺乏相应的社会支持,教师评价机制单一,教师工作环境偏差以及教师个性心理因素。对此应引导社会对教师职业角色形成合理的定位,给予教师积极的社会支持,提倡发展性评价,加强对教师的人文关怀以及提高教师自我调适能力。     

Stressors,Self‐Efficacy,Coping Resources,and Burnout among Secondary School Teachers in Spain

The relationships among teacher occupational stressors, self‐efficacy, coping resources, and burnout were investigated in a sample of 247 Spanish secondary school teachers. Concretely, two specific aims were formulated in order to examine the effect of teaching stressors on teacher burnout and the role of self‐efficacy and school coping resources as mediator or moderator variables in the stressor–burnout relationship. Teachers reported that when their pedagogical practice in the school setting was being interfered with or hindered by a set of factors from the multiple contexts involved in students’ learning, problems of burnout occurred. In addition, results revealed that teachers with a high level of self‐efficacy and more coping resources reported suffering less stress and burnout than teachers with a low level of self‐efficacy and fewer coping resources, and vice versa.     

Work–family conflict among female teachers

Work–family conflict was investigated among 187 Israeli women teachers to better understand relationships between teachers’ professional and family lives. The research examined perceived importance of work and family roles and effects of stress and support variables on W→F and F→W conflict. Additionally, effects of teachers’ years of experience and school level (primary, junior and senior high) on work–family conflict were examined. Cluster analysis revealed that many teachers attributed high importance to both roles and had higher W→F than F→W conflict. Relations between teacher stress and support variables and work–family conflict diverged from patterns found in other occupations. School level and teacher experience contributed to explaining the conflict.     

高中阶段教师职业枯竭的多层研究

通过对29所高中阶段学校763名教师的问卷调查,探讨了教师个体水平变量和集体水平变量对教师职业枯竭的预测作用.多层分析结果表明:(1)教师教学效能、应对效能和工作压力分别对职业枯竭具有显著预测作用,且存在学校间差异;(2)学校水平的集体效能变量能显著正向预期工作压力与情绪衰竭、工作压力与非人性化、应对效能和知识枯竭以及应对效能与个人成就感之间的关系.     

Burning out during the practicum: the case of teacher trainees

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.     

小学教师工作-家庭冲突类型及其在职业倦怠上的特征

本研究采用《小学教师工作-家庭冲突量表》和《小学教师职业倦怠量表》,对柳州和北京223名小学教师施测。通过聚类分析,将小学教师工作-家庭冲突分为和谐型、家庭型、冲突型、工作型。女教师和男教师在四种冲突类型的分布上差异均显著,且前者更多地表现为家庭型、和谐型,后者更多地表现为和谐型;5年以下和20～40年教龄的教师在四种冲突类型的分布上差异显著,且更多地表现为和谐型,11～20年教龄的教师在四种冲突类型的分布上差异显著,且更多地表现为家庭型。四种冲突类型教师在职业倦怠的三个维度上呈现不同特征,情绪衰竭和非人性化上,和谐型的教师均低于其他类型;个人成就感上,和谐型与工作型高于家庭型和冲突型。