学校组织气氛对教师工作倦怠的影响

问卷调查了410名北京市中学教师,探讨了学校组织气氛对教师工作倦怠的影响。结果发现:教师的工作倦怠没有性别、是否班主任、年龄、任课班级数量、学生人数、周任课时数上的差别。在职称和婚姻因素上有明显的差别,玩世不恭维度上,高级职称的教师工作倦怠明显高于中教一级和中教二级教师,中教一级和中教二级教师之间的工作倦怠没有显著差异,单身教师的情绪衰竭和成就感低落比己婚教师明显偏高。在控制了人口统计学变量之后,分层回归和优势分析发现:支持行为和限制行为能显著预测情绪衰竭,限制行为的贡献更大;支持行为、监督行为、限制行为和同事行为能显著预测玩世不恭,支持行为的贡献更大;支持行为、同事行为和疏远行为能显著预测成就感低落,同事行为的贡献更大;亲密行为对情绪衰竭、玩世不恭和成就感低落没有预测作用。     

Relationship Between School and Classroom Environment and Teacher Burnout: A LISREL Analysis

Research was conducted on the relationship between school and classroom psychosocial environment and perceptions of burnout in teachers who staff Queensland private schools. A sample of 246 teachers responded to scales that assess seven school environment and seven classroom environment dimensions and the three facets of burnout measured by the Maslach Burnout Inventory: emotional exhaustion, depersonalisation and personal accomplishment. Preliminary multiple regression analyses resulted in an hypothesised model of seven environment dimensions predicting burnout. This model was tested in a LISREL analysis with posthoc modifications improving model fit to data. While staff affiliation and work pressure were significant predictors of emotional exhaustion, staff mission consensus and co-operation in classrooms were significant predictors of depersonalisation. Staff mission consensus, together with classroom interactions, co-operation and task orientation were significantly related to personal accomplishment. Results supported previous research on the structure of teacher burnout in that emotional exhaustion influenced depersonalisation which subsequently impacted on personal accomplishment.     

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。     

A longitudinal examination of the relationship between teacher burnout and depression

This study investigates the longitudinal relationships between burnout and depression among teachers. Middle and high school teachers participated in a 3‐wave survey. The results of the latent growth modeling analysis revealed that there was a significant relationship between the initial status of burnout and the initial status of depression. Results also indicated a significant relationship between the change rate of burnout and the change rate of depression. Moreover, the autoregressive cross‐lagged modeling revealed a causal relationship such that teacher's burnout leads to subsequent depression symptoms, not vice versa.     

Perceived collective burnout: a multilevel explanation of burnout

Building up on the socially induced model of burnout and the job demands-resources model, we examine how burnout can transfer without direct contagion or close contact among employees. Based on the social information processing approach and the conservation of resources theory, we propose that perceived collective burnout emerges as an organizational-level construct (employees' shared perceptions about how burned out are their colleagues) and that it predicts individual burnout over and above indicators of demands and resources. Data were gathered during the first term and again during the last term of the academic year among 555 teachers from 100 schools. The core dimensions of burnout, exhaustion, and cynicism were measured at the individual and collective level. Random coefficient models were computed in a lagged effects design. Results showed that perceived collective burnout at Time 1 was a significant predictor of burnout at Time 2 after considering previous levels of burnout, demands (workload, teacher-student ratio, and absenteeism rates), and resources (quality of school facilities). These findings suggest that perceived collective burnout is an important characteristic of the work environment that can be a significant factor in the development of burnout.     

I am Not a Better Teacher,But Others are Doing Worse: Burnout and Perceptions of Superiority Among Teachers

This study examined differences between teachers high and low in burnout in the perception of being superior to others. Because burnout implies a decline in well-being and because well-being is related to perceived superiority, it was hypothesized that perceived superiority would be reduced among individuals high in burnout. This would be particularly true for superiority with respect to positive behaviors (feeling better than others). As negative behaviors of others are generally highly salient, it was expected that even individuals high in burnout would be able to maintain a sense of negative superiority (feeling less bad than others). One hundred twenty teachers in secondary education were asked to generate information about inferior and superior others. Perceived superiority was assessed by response latencies and the quality of the information generated. As expected, only positive superiority was reduced among teachers high in burnout. Thus, they felt less good, but also less bad than others. Consequences for classroom performance and suggestions for the treatment of burnout are discussed.     

中小学教师的职业倦怠与工作压力、自尊和控制点的关系研究

本研究旨在探讨中小学教师的职业倦怠与工作压力、自尊和控制点的关系。用教师职业倦怠问卷、工作压力调查表、自尊量表和控制点量表对766名教师进行了问卷调查。结果发现：教师的职业倦怠与工作压力、自尊和控制点之间存在显著的相关关系;教师的工作压力、自尊、控制点分别对职业倦怠的情绪衰竭、非人性化、低成就感具有显著的预测作用。     

Constructive Thinking and Burnout among Secondary School Teachers

The present study investigated the relationship between Epstein’s (1998, Constructive thinking: The key to emotional intelligence. London: Praeger publisher.) components of constructive thinking and burnout as experienced by a sample of Dutch secondary school teachers. A postal questionnaire was sent to teachers from randomly selected secondary schools. The response rate was 54.1% (N=433). Four components of constructive thinking significantly contributed to the explained variance in emotional exhaustion (17%), depersonalization (21%), and personal accomplishment (20%). The results of the study suggest that secondary school teachers’ maladaptive thinking processes prevent them from rational thinking during their work, which significantly contributes to the onset of burnout. Burnout intervention programs for teachers are likely to be more effective when the participator’s maladaptive thinking system is taken into consideration. This stems from the idea that personality factors are a probably easier point of departure to tackle burnout symptoms than organizational factors.     

教师教学效能感和工作倦怠的关系

为探讨教师效能感与其工作倦怠之间的关系,利用教师教学效能感问卷和工作倦怠问卷对247名中学教师进行施测。结果表明（1）教龄长短和婚姻状况对教师的个人教学效能感（p〈O．01）、人格解体（p〈0．01）和成就感降低（p〈o-01）具有显著的影响;（2）教师的一般教育效能感对其工作倦怠的耗竭因素具有显著的预测作用（p〈0．01）;（3）教师的个人教学效能感对其工作倦怠的人格解体（p〈0．01）和成就感降低因素（p〈O．01）具有显著的预测作用。     

Do social comparison and coping styles play a role in the development of burnout? Cross‐sectional and longitudinal findings

The present longitudinal research among 558 teachers focused on the role of upward comparisons (with others performing better), downward comparisons (with others performing worse), and coping styles in relation to burnout. Assessed were identification (recognizing oneself in the other) and contrast (seeing the other as a competitor) in upward and downward comparison. Cross‐sectionally, downward identification and upward contrast were positively related to burnout and negatively related to a direct coping style, whereas upward identification was negatively related to burnout and positively related to a direct coping style. Downward identification was positively related to a palliative coping style. Direct and palliative coping styles were independent predictors of burnout: those who reported using a direct coping style had lower levels of burnout and those who reported using a palliative coping style had higher levels of burnout. Longitudinally, the use of a direct coping style was associated with a decrease and downward identification with an increase of burnout over time.     

行动控制在农村教师工作压力与工作倦怠中的作用:PSI理论的分析视角

采用logistic回归分析,考察了322名农村中小学教师的人口学变量和工作压力、行动控制风格、行动控制策略对其工作倦怠的风险预测能力,并借助结构方程模型进一步分析了各心理变量间的关系,从PSI理论角度诠释了倦怠形成的机制。结果发现:中专、高级职称、中高压力水平、低行动控制策略和状态导向是导致中小学教师工作倦怠的危险性因素;行动导向者的工作压力、工作倦怠及行动控制策略运用水平显著好于状态导向者;工作压力、行动控制风格对工作倦怠的直接效应显著;行动控制风格和行动控制策略在工作压力和工作倦怠间起中介作用。因此,PSI视角下的工作压力-工作倦怠模型能够更有效地解释工作倦怠的形成机制;借助PSI理论构建的干预训练,有助于预防和缓解工作倦怠。     

Associations between job burnout and self-efficacy: a meta-analysis

Background and Objectives: This study aimed at systematically reviewing and meta-analyzing the strength of associations between self-efficacy and job burnout (the global index and its components). We investigated whether these associations would be moderated by: (a) the type of measurement of burnout and self-efficacy, (b) the type of occupation, (c) the number of years of work experience and age, and (d) culture. Design and Methods: We systematically reviewed and analyzed 57 original studies (N?=?22,773) conducted among teachers (k?=?29), health-care providers (k?=?17), and other professionals (k?=?11). Results: The average effect size estimate for the association between self-efficacy and burnout was of medium size (?.33). Regarding the three burnout components, the largest estimate of the average effect (?.49) was found for the lack of accomplishment. The estimates of the average effect were similar, regardless of the type of measures of burnout and self-efficacy measurement (general vs. context-specific). Significantly larger estimates of the average effects were found among teachers (compared to health-care providers), older workers, and those with longer work experience. Conclusions: Significant self-efficacy–burnout relationships were observed across countries, although the strength of associations varied across burnout components, participants' profession, and their age.     

Relationships between Teachers' Occupational Stress and Their Burnout and Distress: Roles of Coping and Negative Mood Regulation Expectancies

Teaching school is a highly stressful occupation. Consequences of this stress are burnout, physical and emotional distress, and choosing to leave the profession. Research on teacher stress and burnout has largely focused on environmental and contextual factors while ignoring personality characteristics of teachers that may have an impact on relationships between job stress and its consequences. The current study has a cross-sectional self-report design, focusing on teachers' negative mood regulation (NMR) expectancies as predictors of their coping, burnout and distress, in response to occupational stress. NMR expectancies are people's beliefs that they can control the negative moods they experience. Participants were 86 primary and secondary school teachers, who filled out questionnaire measures of teacher stress, NMR expectancies, coping, burnout, and distress. Simultaneous regression analyses showed that higher stress on the job did indeed predict greater burnout and distress. Additionally, stronger NMR expectancies predicted more active coping. NMR expectancies also predicted less burnout and distress, independent of stress level and coping. Believing one could control one's negative moods was associated with more adaptive outcomes for teachers. Results argue for the value of examining individual difference variables in research on occupational stress, in particular negative mood regulation expectancies.     

中小幼教师职业倦怠对心理生活质量的影响:主观幸福感与人生意义的中介作用

为了解中小学、幼儿园教师职业倦怠的现状,探讨主观幸福感和人生意义在职业倦怠对心理生活质量影响的中介作用机制,采用“中小学教师职业倦怠问卷”“心理生活质量评价问卷”“主观幸福感量表”和“人生意义感量表”对广东省581名中小学和幼儿园教师实施调查。结果表明:(1)中小幼教师职业倦怠、主观幸福感、人生意义和心理生活质量两两间存在显著的相关关系;(2)中小幼教师职业倦怠能显著负向预测心理生活质量和主观幸福感; 主观幸福感能显著正向预测心理生活质量、人生意义; 人生意义能显著正向预测心理生活质量;(3)主观幸福感与人生意义在职业倦怠对中小幼教师心理生活质量影响间的链式中介作用成立。     

Religious Belief and Mental Health in Lay and Consecrated Italian Teachers

There is compelling evidence that teachers and clergy are stressful occupations. This study aimed to compare the rate of job strain and burnout among lay and consecrated teachers and to study the effect of religious coping on the mental health of these two groups. A cross-sectional survey study was carried out in Catholic kindergarten, preschool and primary schools of an Italian Congregation of nuns, in South Italy. The Italian versions of the Maslach Burnout Inventory-Educator Survey (MBI-ES) scale, of the General Health Questionnaire (GHQ-12) and a study-specific questionnaire with sociodemographic variables and indicators of subjective (self-reported religiosity) and objective (prayer personal and church attendance) religiousness were used. Data were analyzed according to the guidelines for data processing and an analysis of the scales used. The participation rate of this study was 88 %. There was a significant difference between two groups in religiousness and job strain/burnout scores (lay teachers were the most affected group). Moreover, religiousness scores had a positive correlation with personal accomplishment, job satisfaction and perceived performance and a negative correlation with emotional exhaustion, turnover intention and morbidity psychiatric. Therefore, according to religious coping’s research, prayer personal and church attendance can be recommended as two of the ways to prevent job strain and burnout in the teacher work.     

Bullying in school and adolescent sense of empowerment: an analysis of relationships with parents,friends, and teachers

We explore the development of bullying and victimization in school by investigating 11‐, 13‐ and 15‐year‐olds' sense of interpersonal empowerment with parents, friends and teachers. A national sample of 4386 male and female students from 243 middle and secondary schools in Italy were surveyed. Boys were more likely than girls to be bullies and more likely to have been a bully/victim. Victimization and the likelihood of being both a bully and a victim declined with age. Bullying increased with age among boys whereas for girls it was slightly more prevalent at age 13 than ages 11 or 15. The sense of empowerment students experience with their teachers decreased in the older cohorts. Disempowered relationships with teachers consistently predicted bullying behaviour. Higher social competence was reported by 13‐ and 15‐year‐old bullies. Chronically bullied students had lower social competence in all age cohorts. Otherwise, predictors of victimization varied by age: 11‐year‐old victims felt less empowered by their teachers; 15‐year‐old victims reported more difficulties in negotiating cooperative relationships with parents. Bullies in all cohorts and younger bully/victims feel less empowered by their teachers. These findings suggest that students who are disempowered by teachers may either compensate by oppressing (bullying) peers or generalize the power differential with peers (become a victim). Copyright © 2007 John Wiley & Sons, Ltd.     

A person-oriented approach to sport and school burnout in adolescent student-athletes: The role of individual and parental expectations

ObjectivesThe present study aimed to examine what kind of burnout profiles exist among student-athletes based on their sport and school burnout symptoms. Moreover, it was investigated whether athletes' expectations of success in sport and school, on the one hand, and parental expectations, on the other hand, were predictors of the likelihood of the athlete to show a certain profile, after taking into account the effects of gender, grade point average, type of sport, and level of competition.Design and methodsThe participants were 391 student-athletes (51% females) from six different upper secondary sport schools in Finland, and 448 parents (58% mothers). The athletes filled in questionnaires about burnout and success expectations at the beginning of the first year of upper secondary school. At the same time point, parents were asked to answer a questionnaire on their success expectations for their child. Structural equation modeling and latent profile analysis were used to analyze the data.ResultsFour burnout profiles were identified: well-functioning, mild sport burnout, school burnout, and severe sport burnout. Athletes' and parents' expectations of success seemed to protect against burnout in the same domain, but this protection did not extend to the other domain. Moreover, high success expectations in one domain seemed to increase the risk for burnout in another domain.ConclusionsBurnout needs to be investigated within and across context in order to gain a holistic understanding of student-athletes' wellbeing.     

Prospective Prediction of Alternative High School Graduation Status at Emerging Adulthood1

Most studies that examine the prediction of graduation status among teens have examined those who attend regular high schools. The present study reports the prediction of high school graduation status 5 years later among 646 youth who attended alternative (continuation) high schools at baseline. Those youth at baseline who: (a) reported less intention to use soft drugs (cigarettes, alcohol, or marijuana) during the next year; (b) suffered relatively few drug‐related consequences during the last year; (c) were relatively less likely to have carried a weapon (knife or gun) in the last year; (d) reported feeling relatively hopeful about the future; and (e) were older were more likely to self‐report having graduated continuation high school 5 years later. These results suggest that the consequences of drug use, not drug use per se, other illegal behavior, and a sense of well‐being are important predictors of graduation among groups of high‐risk teens. Problem behavior and resiliency theories are offered as potential explanations of these findings.     

Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy

This study investigated the association between perceived self-efficacy and burnout among teachers. Self-efficacy has been defined operationally based on a three-dimensional conceptualization: task, relations and organization. Efficacy variables were three classroom efficacy factors: instruction (task), discipline control (task), and consideration (relations), and two organizational efficacy factors: inclusion (task) and influence (relations). Burnout was measured as both a three-dimensional measure comprised of exhaustion, unaccomplishment and depersonalization, and as a single dimension (a composite score including all three dimensions). A sample of 322 Israeli teachers completed a self-report questionnaire. Multiple analysis of variance (MANOVA) and multiple regression analysis were used. It was found that perceived sense of self-efficacy was inversely correlated with perceived burnout: the lower the sense of self-efficacy, the higher the perceived burnout. The salience of organizational influence efficacy, and consideration efficacy (both are relations efficacies) were noted as important variables in predicting exhaustion, unaccomplishment and depersonalization. Task efficacies (e.g., instruction, discipline control, and inclusion) had no significant or meaningful weight in statistically predicting burnout beyond the relations efficacies. The importance of the organizational self-efficacy (teachers' beliefs in their ability to influence social and political forces within the organization, involvement in planning and executing important activities, as well as ability to draw upon the organization's resources to provide support and assistance) was discussed.     

情绪智力对农村小学校长职业倦怠的影响：领导效能和工作满意度的链式中介作用

为考察领导效能、工作满意度在情绪智力与农村小学校长职业倦怠关系中的链式中介效应,采用情绪智力量表、领导效能量表、工作满意度量表和职业倦怠量表对258名农村小学校长进行调查。结果表明：（1）情绪智力会负向预测农村小学校长职业倦怠;（2）领导效能是情绪智力与农村小学校长职业倦怠之间的中介变量;（3）工作满意度是领导效能与农村小学校长职业倦怠之间的中介变量。因此,领导效能和工作满意度在情绪智力与农村小学校长职业倦怠之间起链式中介作用,这些结果对于农村小学校长职业倦怠的预防与干预具有重要的价值。