Stress and burnout among French elementary school teachers: A transactional approach |
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| Institution: | 1. Temple University, United States;2. University of Hartford, United States;3. California State University, Los Angeles, United States;1. Institut de psychologie, université de Lausanne, Géopolis, 1015 Lausanne, Suisse;2. Unité d’enseignement et de recherche développement de l’enfant à l’adulte, Haute École pédagogique du Canton de Vaud, Lausanne, Suisse;3. Faculté de biologie et médecine, université de Lausanne, Lausanne, Suisse;1. School of Education, University of New South Wales, NSW 2052, Sydney, Australia;2. Faculty of Education, Philosophy and Theology, The University of Notre Dame Australia |
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| Abstract: | 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. |
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