Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors

Autor/inn/en	Fernet, Claude; Guay, Frederic; Senecal, Caroline; Austin, Stephanie
Titel	Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 4, S.514-525 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.11.013
Schlagwörter	Fatigue (Biology); Student Attitudes; Self Efficacy; Teacher Burnout; Educational Environment; Principals; Self Determination; Theories; Teacher Motivation; French Canadians; Elementary School Students; Secondary School Students; High Schools; Teacher Attitudes; Student Behavior; Behavior Problems; Personal Autonomy; Prediction; Foreign Countries; Public Schools; Canada + Suchen Sie Ihr Suchwort? Fatigue; Ermüdung; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; Selbstbestimmung; Theory; Theorie; Frankokanadier; Sekundarschüler; High school; Oberschule; Lehrerverhalten; Student behaviour; Individuelle Autonomie; Vorhersage; Ausland; Public school; Öffentliche Schule; Kanada
Abstract	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. (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10