Type-A Behavior, Job Performance, and Well-Being in College Teachers

This study examined the relationship between Type-A behavior and job performance, and employee well-being among college teachers in Canada. Well-being was operationalized in terms of burnout, social support, work satisfaction, and turnover motivation. Data were collected by means of a structured questionnaire from 420 college teachers. Pearson correlation and moderated multiple regressions were used to analyze the data. Global Type-A behavior was not related to 3 measures of job performance: teaching hours, number of course preparations per semester and number of students. However, global Type-A behavior correlated positively with burnout and turnover motivation and negatively with perceived social support and work satisfaction. Two components of Type-A behavior (time pressure and hard driving/competitiveness) exhibited the same pattern of relationship with job performance and well-being variables as was found with the global measure of Type-A behavior. Moderated multiple regression did not support the role of gender as a moderator of Type-A behavior and job performance and well-being variables.     

Stress and burnout among French elementary school teachers: A transactional approach

Teachers meet increasing difficulties in their work: overwork, students dropping out of the system, the discredit of the profession among users of the educational system. These problems are stressors which have an influence on the vulnerability of teachers and lead to burnout. The transactional model of stress by Lazarus and Folkman [Lazarus, R.S., Folkman, S., 1984. Stress, appraisal and coping, New York, Springer] emphasizes the importance of the activity expended by an individual in order to confront a stressful situation. We administered several questionnaires to 410 French elementary schoolteachers during the first term (T1) in order to evaluate: their sociobiographic characteristics; the frequency of professional problems; perceived self-efficacy; social support; and their coping strategies. The burnout of 259 teachers of the same cohort was evaluated during the third term (T2). The results of this research show the interest of taking into account transactional processes in order to study the effects of professional stress on burnout.     

职业母亲的工作倦怠与自尊、社会支持的关系

本研究从护士、教师、商业服务人员三个女性集中的领域抽取380名职业女性进行调查研究,考察职业母亲的工作倦怠状况及其与自尊、社会支持的关系.结果:(1)职业母亲的工作倦怠水平显著高于无子女的职业女性.(2)自尊与工作倦怠的三个维度均呈显著负相关,不同来源的社会支持与工作倦怠的一个或多个维度显著负相关.(3)自尊是社会支持影响职业母亲工作倦怠的中介变量.     

中小学教师的工作倦怠与其相关因素的关系研究

本研究旨在探讨中小学教师的工作倦怠与其职业压力应对策略、教学效能感和社会支持的关系。用教师工作倦怠问卷、职业压力应对策略调查表、教学效能感量表和社会支持评定量表对766名中小学教师进行了问卷调查。结果发现：（1）中小学教师的工作倦怠与其职业压力应对策略、教学效能感和社会支持之间存在显著的相关关系;（2）教师的主动应对、被动应对、教学效能感和社会支持分别对教师的整体工作倦怠感及其情绪衰竭、非人性化和低成就感等维度具有显著的预测作用。     

Relationships among humour,self-esteem,and social support to burnout in school teachers

This study examined the total, direct, and indirect effects of humour on burnout among 539 school teachers. As predicted, those with high humour reported significantly lower levels of emotional exhaustion and depersonalisation but higher levels of personal accomplishment. Self-esteem consistently explained parts of the associations between humour and burnout components, whereas perceived social support from the principal, colleagues, and friends were significant mediators in the relationships between humour and emotional exhaustion, depersonalisation, and personal accomplishment respectively. Results call for an appropriate focus on the development of humour through strength-based and positive interventions to help teachers cope with burnout.     

Towards Working Life: Effects of an intervention on mental health and transition to post-basic education

The Towards Working Life group method was designed to promote the transition to the upper secondary level or vocational studies and to support mental health among young people finishing their basic education. This study examined the effects of the intervention during upper secondary and vocational studies in a randomized field experimental study among a total of 1034 students. At the one-year follow-up, the program had increased both education related social ties and the number of adults in these ties. The group intervention had interaction effects with baseline risk of depression and learning difficulties on symptoms of depression and school burnout. Among those initially at risk of depression, the intervention decreased symptoms of depression. For students who were at risk of depression and had learning difficulties, the intervention decreased school burnout.     

Links Between Stress, Positive and Negative Affect, and Life Satisfaction Among Teachers in Special Education Schools

This study focused on links between stress, positive and negative affect, and life satisfaction among teachers in special education schools. Teaching is a highly stressful profession, characterized by high rate of stress, burnout, and dropout. The study investigated: (a) whether teachers can maintain their positive affect and life satisfaction despite the stress they experience, and (b) the resources that may elicit positive affect and life satisfaction, including self-control as a personal skill and perceived organizational support (by peers, therapeutic staff, and manager) as an environmental resource. Participants were 125 teachers from 12 different special education schools. As expected, a positive link emerged between high stress levels and negative affect. Both self-control and organizational social support contributed to the explanation of positive affect and life satisfaction. Organizational support was found to moderate the link between stress and negative affect as well as the link between stress and positive affect and life satisfaction among teachers. The outcomes contributed both to the theoretical explanation about the role of resources in eliciting subjective well-being, happiness, and life satisfaction and also to the way teachers can be helped in daily coping with their difficulties.     

中小学教师职业枯竭状况及其与社会支持的关系

该研究提出了中国教师职业枯竭表现的新维度——知识枯竭,检验了四维度枯竭模型在中国的有效性。并采用问卷调查法,对全国679名中小学教师的职业枯竭状况进行了分析,考察了各种人口统计学变量之间的差异,并探讨了职业枯竭各个维度与社会支持之间的关系。结果发现,男教师、教龄在11~20年的教师枯竭程度较高。从社会支持对于教师枯竭的缓解作用来讲,来源于学生和学校领导的支持,以及情感型支持更为有效。     

Perfectionism in school teachers: relations with stress appraisals, coping styles, and burnout

Many school teachers suffer from stress and burnout, and perfectionism is a personality characteristic that has been associated with increased stress, maladaptive coping, and burnout. Recent findings, however, show that perfectionism has both positive and negative facets. To investigate how these facets are related to stress, coping, and burnout in teachers, a sample of 118 secondary school teachers completed multidimensional measures of perfectionism, stress appraisals, coping styles, and burnout. Multiple regression analyses showed that striving for perfection was positively related to challenge appraisals and active coping and inversely to threat/loss appraisals, avoidant coping, and burnout whereas negative reactions to imperfection were positively related to threat/loss appraisals, avoidant coping, and burnout and inversely to challenge appraisals and active coping. Perceived pressure to be perfect showed differential relationships depending on the source of pressure: Whereas pressure from students was positively related to loss appraisals and pressure from students' parents was positively related to burnout, pressure from colleagues was inversely related to threat appraisals and burnout. The findings suggest that striving for perfection and perceived pressure from colleagues do not contribute to stress and burnout in teachers, whereas negative reactions to imperfection and perceived pressure from students and students' parents may be contributing factors.     

Work and family precursors of burnout in teachers: Sex differences

This paper examines factors contributing to burnout in women and men teachers. Results indicated that men were significantly higher than women on one of the Maslach burnout subscales—depersonalization. Additional results showed that women experienced significantly more depression, headaches, and role conflict than their male counterparts. Multiple regression results indicated that 47% of the variation in burnout was accounted for by a model of burnout that included role conflict, marital satisfaction, work sources of stress, and social support in women. But in men, the main contributor to burnout was sources of stress including doubts about competence and problems with students. The results are discussed from a gender role perspective that takes account of the differential implications of gender roles for women and men.This research was supported by grants from York University including the Faculties of Arts and Administrative Studies. We would like to thank Jacob Wolpin for assitance in the data analyses.     

Sex differences in psychological burnout in teachers

Sex differences in levels of experienced psychological burnout, and in antecedents and consequences, were examined among teachers and department heads. Male teachers reported greater burnout and less job satisfaction than did female teachers. Although male department heads scored significantly higher on psychological burnout, there were no sex differences on measures of satisfaction and emotional well-being. The findings are explained in terms of sex differences in levels of social support.     

The effect of teachers’ emotional intensity and social support on burnout syndrome. A comparison between Italy and Switzerland

IntroductionSchool-related events require ability on the part of teachers to control their emotional intensity and maintain negative emotions at a low level without compromising their general well-being. Doudin and Curchod (2008) found that satisfaction with received support acted as a buffer against burnout.ObjectivesThe current research focused on risk and protective factors for burnout syndrome, while also taking into account the role of two different school systems. We hypothesized that emotional intensity and dissatisfaction with social support would affect teachers’ levels of burnout. On this basis, we investigated a range of predictive models for all measures of burnout in both Italian and Swiss teachers.MethodParticipants were 275 primary school teachers (Italian n = 140; Swiss n = 135). Teacher burnout, emotional intensity and dissatisfaction with support received were respectively assessed by means of: the Maslach Burnout Inventory (Maslach, Jackson, & Leiter, 1996), the Emotional Competence Questionnaire (Doudin & Curchod-Ruedi, 2010) and the Social Support Questionnaire (Doudin, Curchod-Ruedi, & Moreau, 2011).ResultsIn line with our hypotheses, in both Italian and Swiss samples, emotional intensity played a significant predictive role in relation to emotional exhaustion and personal accomplishment, whereas dissatisfaction with support received affected all measures of teacher burnout.ConclusionsOur results provide fresh evidence for the protective role of social support in a profession that is particularly at risk of burnout. More specifically, burnout was predicted by the same pattern of variables in Italian and Swiss teachers, with significant differences emerging between the two groups in relation to their satisfaction with support received.     

Self-Efficacy in Eliciting Social Support and Burnout Among Secondary-School Teachers

A nonrecursive model with relationships between perceived lack of social support, perceived self-efficacy in eliciting support at the workplace, and the 3 successive burnout dimensions–emotional exhaustion, depersonalization, and personal accomplishment–was tested in a sample of 277 secondary-school teachers in The Netherlands. Results showed that teachers' perceived lack of support from colleagues and principals had a significant effect on their self-efficacy beliefs in eliciting support from them, while these self-efficacy beliefs were shown to predict their level of burnout. The hypothesized feedback loop was also confirmed: Teachers' level of burnout predicted the extent to which they feel lack of support. An additional effect of the personal-accomplishment dimension of burnout on perceived self-efficacy was suggested. It was concluded that perceived self-efficacy in eliciting support at the workplace is a usable construct in the prediction of teacher burnout. Future directions in research are suggested.     

Burnout,Secondary Traumatic Stress,and Social Support

The current study examines the extent to which selected work-related variables differentially predict burnout and secondary traumatic stress (STS) and the degree to which social support mitigates both of these occupational stress syndromes. Multiple regression performed on responses from 331 professional chaplains found that: (1) the number of years worked in the same employment position was positively associated with burnout but not STS; (2) STS, but not burnout, was positively associated with the number of hours spent per week counseling patients who had had a traumatic experience; and (3) social support was negatively related to burnout and STS. Only specific sources of social support (supervisory support and family support), however, were negatively associated with burnout. Results highlight the need for counselors to be attuned to not only their clients but also to their own inner dynamics in order to mitigate the possible deleterious effects of their work.     

Components of Burnout,Resources, and Gender-Related Differences1

The present study examined gender-related differences in the ways social support and coping contribute to burnout, as measured by the Maslach Burnout Inventory (MBI). Specific hypotheses were made regarding relationships between antecedent conditions and MBI subscales, including emotional exhaustion, depersonalization, and lack of personal accomplishment. Respondents were teachers, and data from 2 waves (1 year apart) were examined. Using LISREL structural equation analyses, results were that in women, co-worker support led to lower emotional exhaustion, and in men, supervisor and co-worker support led to higher personal accomplishment. Higher levels of internal control were associated with greater accomplishment in men only. Results were discussed from a gender role perspective.     

Occupational stress,social support,and burnout among correctional officers

Three alternative models of the role of workplace social support in ameliorating the effect of occupational stress on burnout symptoms were tested. Correctional officers (N = 166) completed a variety of questionnaire measures of job stress, the Inventory of Socially Supportive Behaviors, and the Maslach Burnout Inventory. Analyses showed no support for either the direct or buffering models of social support. Rather, the data were consistent with the indirect model of social support in the workplace. Among the job stress indices, role ambiguity, work load, and direct contact with inmates were found to be independent predictors of burnout symptomatology. The findings suggest a preventive rather than remedial effect of workplace social support in reducing occupational stress and burnout.     

Dark and bright sides of thriving – school burnout and engagement in the Finnish context

School burnout is defined as exhaustion, cynicism and inadequacy as a student, and engagement can be conceptualized as study-related vigor, absorption and dedication. School burnout is increasing, particularly among students on an academic track, while at the end of elementary school almost half of the students no longer find school meaningful. School burnout and engagement were investigated by applying the demand-resource and stage-environment models. The results show that high school demands lead to burnout, while personal and school resources lead to school engagement. Burnout from school-context can also spillover to later depression, drop out and internet addiction, and engagement to overall satisfaction with life and success in educational pathways. In line with the stage-environment fit theory, educational transitions play a role in changes in school burnout trajectories. Adoption of a person-oriented approach revealed several different burnout-engagement profiles, including a profile in which students are at the same time both exhausted and engaged. The social context of peers, immigrant status, parents and teachers also play an important role in engagement and burnout.     

高校教师工作成瘾与心理健康的关系:倦怠与孤独的作用

该研究通过对7所高校385名教师所做的层级回归分析表明:工作成瘾对高校教师心理健康有显著的负向影响,工作倦怠和孤独感在此影响过程中起着中介和调节作用。工作成瘾会诱发高校教师产生工作倦怠,继而损害其心理健康状况;而相对于低孤独感的个体,高孤独感的高校教师更倾向于从工作成瘾走向工作倦怠。     

工作特征对农村中学教师职业倦怠的影响

对20例农村中学教师的深度访谈进行内容分析,发现人际消耗以及社会偏见对职业倦怠起着重要的影响作用。根据访谈的结果编制了教师工作特征的本地化测量工具,对266名被试的测量结果进行因素分析,显示4个因素：缺乏支持和公平感,忙碌感,人际消耗,社会偏见。人际消耗和社会偏见在预测职业倦怠总分和热情枯竭有大于5%的增益方差。人际消耗通过影响精力枯竭造成职业倦怠,社会偏见则通过所有三条路径造成职业倦怠。本研究揭示了影响中国农村中学教师职业倦怠的重要因素——人际消耗和社会偏见