Does school context matter? Relations with teacher burnout and job satisfaction

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.     

An analysis of burnout and job satisfaction among Turkish special school headteachers and teachers,and the factors effecting their burnout and job satisfaction

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.     

高校教师职业倦怠的调查研究

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。     

教师应对方式影响职业倦怠：教学效能感的中介效应

采用问卷法以743名中小学在职教师为被试,研究了教学效能感在应对方式影响职业倦怠过程中的中介作用。结果发现：（1）成熟型应对方式提高教学效能感的同时,可以有效降低情绪衰竭、去个性化的产生,提高个人成就感。非成熟型应对方式的作用刚好相反。（2）教学效能感充当中介变量。在成熟型应对影响情绪衰竭、非成熟型应对影响个人成就感的过程中发挥完全中介效应;对于其他变量闻的关系,教学效能感则表现为部分中介作用。（3）教学效能感的中介作用都是积极的。     

Burnout,Self‐efficacy,and Successful Intelligence among Chinese Prospective and In‐service School Teachers in Hong Kong

This study assessed the three components of burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment), perceived self‐efficacy, and the three triarchic abilities (analytical, synthetic, and practical) of successful intelligence in a sample of 267 Chinese prospective and in‐service teachers in Hong Kong. The aim was to explore and examine the contribution of the blending or integration of the triarchic abilities to the three components of teacher burnout and perceived self‐efficacy. While there were subtle gender and teaching‐experience differences, the general findings suggested that the triarchic abilities, especially practical abilities, could independently contribute to teachers’ sense of personal accomplishment as well as perceived self‐efficacy. The interactive combination of the triarchic abilities could be most important in contributing negatively to emotional exhaustion. The implications of these findings for interventions to combat teacher burnout and enhance job engagement are discussed.     

A multivariate meta-analysis of student misbehavior and teacher burnout

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.     

地方高校教师工作倦怠初步分析与评价

采用工作倦怠问卷(BM)对地方高校教师进行调查,初步考察大学教师的工作倦怠检出率,结果发现:倦怠整体基本呈正态分布,工龄变量在动机丧失因素上呈显著差异;倦怠三因素耗竭、士气消沉、动机丧失的检出率分别为27.94%、23.53%、32.35%;倦怠综合评价结果为:零倦怠占16.1%,轻度倦怠占63.23%,中度倦怠占19.1%,高度倦怠占1.47%。     

警察工作倦怠与社会支持关系研究

工作倦怠是现代社会存在的一个普遍现象,作为一个特殊的职业群体,警察的工作倦怠及其影响因素越来越受到心理学研究的关注。本研究采用问卷调查的方式探讨警察工作倦怠的特点圾其与不同类型社会支持间的关系。结果发现,男性警察比女性警察在情绪耗竭上更加严重;不同年龄段的警察主要在情绪耗竭和去人性化两个维度上存在差异。社会支持总体上与警察工作倦怠呈负相关关系,逐步回归表明主观支持能够很好地预测警察工作倦怠的各个维度,支持利用度能很好地预测情绪耗竭和个人成就感降低两个维度。     

Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors

Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers’ perceptions of classroom overload and students’ disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers’ perceptions of students’ disruptive behaviors and school principal’s leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components.     

新世纪的关注热点：教师职业倦怠

教师职业倦怠是教师长期处于工作压力下的一种极端反应 ,它是包括情绪衰竭、非人性化和低成就感在内的一种综合症状群。教师职业倦怠是一种职业性伤害 ,其存在给教师、学生乃至整个社会都带来了极大的影响 ,它的产生原因既有社会组织因素又有个人因素。解决教师职业倦怠可从个人、组织和社会三方面入手     

城市初中教师工作倦怠状况及其社会支持的关系研究

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。     

职业院校教师职业倦怠调查研究

对全国范围的职业院校1238 名任课或兼课教师进行调查,比较职业院校不同教师群体的职业倦怠状况.结果发现,职业院校教师职业倦怠的情绪衰竭、低成就感和人格解体的检出率分别为34.2%、15.7%和11.1%,情绪衰竭在婚姻、教龄、职称、兼任行政职务和学校层次方面存在显著差异,低成就感在年龄、职称方面存在显著差异,人格解体在性别、学校层次方面存在显著差异.     

BURNOUT AND HUMOR USAGE AMONG COMMUNITY COLLEGE NURSING FACULTY MEMBERS

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.     

职业院校教师工作倦怠与人格特质的相关研究

本研究旨在考察职业院校教师的人格特征与工作倦怠的关系。采用艾森克人格问卷和高校教师工作倦怠问卷,抽取6所职业院校的421名教师进行测查。结果：（1）职业院校教师的工作倦怠整体水平不严重。男教师在个人成就感降低维度上的得分显著高于女教师,11～20年和30年及以上教龄的教师在组织去人性化维度上的得分显著高于5年及以下教龄的教师,在组织去人性化、情绪枯竭、科研耗尽感,工作倦怠上,已婚教师得分显著高于未婚教师。（2）神经质和外倾性对工作倦怠及其各维度的预测作用均显著,精神质仅对个人成就感降低维度的预测作用显著。结论：职业院校教师的工作倦怠水平较低,人格特质能够较好地预测工作倦怠水平。     

台湾地区教师工作倦怠研究综述

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.     

The mechanism of teaching–research conflict influencing job burnout among university teachers: The roles of perceived supervisor support and psychological capital

This study examined the relationship between teaching–research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching–research conflict and job burnout. The results showed that (a) teaching–research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching–research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching–research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching–research conflict on all three dimensions of job burnout.     

The experience of burnout among English language teachers in Iran: self and other determinants

Burnout in teachers is an important concern since it adversely impacts their instruction as well as their psychological, mental, and physical health. The present study examined the levels of burnout (i.e. emotional exhaustion, depersonalization, and reduced personal accomplishment) experienced by Iranian English language teachers. Specifically, the relationships of participants’ gender, workplace context, grade level taught, and teaching experience to their burnout were investigated. Data were collected from 40 teachers using the Maslach Burnout Inventory. Overall, findings revealed that English teachers (N = 40) were experiencing high levels of reduced personal accomplishment (M = 18.72) and emotional exhaustion (M = 17.80). Results of one-way ANOVA showed significant differences among English language teachers with respect to burnout subscales. Significant correlations were found between burnout, workplace context, and grade level taught. A number of helpful suggestions for programs and individuals involved in relieving stress and burnout among teachers are presented.     

高职院校辅导员职业倦怠的现状调查与分析

采用教师职业倦怠问卷量表对10所高职高专院校的78名辅导员进行调查,以揭示该类院校辅导员职业倦怠现状。调查结果显示:被测辅导员在情绪衰竭、去人格化、低成就感三个维度上的职业倦怠检出率分别为16.67%、6.41%、47.44%。三个维度在婚姻和学历方面不存在显著性差异;女性在低成就感上的均值显著高于男性(P0.05),而在情绪衰竭、去人格化维度上男、女无显著性差异。不同转岗态度与职业倦怠程度呈正相关。文章还探讨了职业倦怠的致因,提出了针对性的干预对策。     

商丘市初中教师工作倦怠状况及其社会支持的关系研究

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     

地方性本科院校外语教师职业倦怠现状调查——以河南省为例

以河南省八所地方性本科院校的外语教师为调查对象,在Maslach的职业倦怠问卷的基础上设计相关的调查问卷,作者从情绪枯竭、去人性化和低成就感三个维度调查了当前河南省地方性高校外语教师群体存在的职业倦怠现象,不仅分析了这一群体整体上的职业倦怠状况,而且从性别、学历、职称和教龄差异角度进行了数据分析,进而提出了缓解高校外语教师职业倦怠的建议。