Trust in School: A Pathway to Inhibit Teacher Burnout?

Autor/inn/en	Van Maele, Dimitri; Van Houtte, Mieke
Titel	Trust in School: A Pathway to Inhibit Teacher Burnout?
Quelle	In: Journal of Educational Administration, 53 (2015) 1, S.93-115 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-02-2014-0018
Schlagwörter	Trust (Psychology); Interpersonal Relationship; Teacher Burnout; Prevention; Work Environment; Educational Environment; Teacher Administrator Relationship; Principals; Statistical Analysis; Elementary School Teachers; Institutional Characteristics; Foreign Countries; Teacher Student Relationship; Peer Relationship; Administrator Role; Stress Variables; Stress Management; Questionnaires; Self Efficacy; Elementary School Students; Surveys; Hierarchical Linear Modeling; Belgium; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Prävention; Vorbeugung; Arbeitsmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Principal; Schulleiter; Statistische Analyse; Elementary school; Grundschule; Volksschule; Lehrende; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Stressmanagement; Stressbewältigung; Fragebogen; Self-efficacy; Selbstwirksamkeit; Survey; Umfrage; Befragung; Belgien
Abstract	Purpose: The purpose of this paper is to consider trust as an important relational source in schools by exploring whether trust lowers teacher burnout. The authors examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. The authors further analyze whether school-level trust additionally influences burnout. In doing this, the authors account for other teacher and school characteristics. Design/methodology/approach: The authors use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. Findings: Trust can act as a buffer against teacher burnout. Teachers' trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers' emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. Research limitations/implications: Principals fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable. Originality/value: This paper offers a unique contribution by examining trust in different school parties as a relational buffer against teacher burnout. It indicates that principals can affect teacher burnout and prevent emotional exhaustion by nurturing trusting relationships in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01