An Ecological Momentary Assessment of Burnout, Rejuvenation Strategies, Job Satisfaction, and Quitting Intentions in Childcare Teachers

Autor/inn/en	Carson, Russell L.; Baumgartner, Jennifer J.; Ota, Carrie L.; Kuhn, Ann Pulling; Durr, Anthony
Titel	An Ecological Momentary Assessment of Burnout, Rejuvenation Strategies, Job Satisfaction, and Quitting Intentions in Childcare Teachers
Quelle	In: Early Childhood Education Journal, 45 (2017) 6, S.801-808 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0831-9
Schlagwörter	Teacher Burnout; Fatigue (Biology); Job Satisfaction; Faculty Mobility; Teacher Persistence; Intention; Preschool Teachers; Stress Management; Ecology; Predictor Variables; Physical Health; Mental Health + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fatigue; Ermüdung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Stressmanagement; Stressbewältigung; Ökologie; Prädiktor; Gesundheitszustand; Psychohygiene
Abstract	Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers' quitting intentions were positively predicted by emotional exhaustion (ß = 0.52) and negatively predicted by overall job satisfaction (ß = -0.28). Short (=15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01