Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors
2012; Elsevier BV; Volume: 28; Issue: 4 Linguagem: Inglês
10.1016/j.tate.2011.11.013
ISSN1879-2480
AutoresClaude Fernet, Frédéric Guay, Caroline Senécal, Stéphanie Austin,
Tópico(s)Stress and Burnout Research
ResumoBased 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.
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