Burnout, Self-Efficacy, and Successful Intelligence among Chinese Prospective and In-Service School Teachers in Hong Kong

Autor/in	Chan, David W.
Titel	Burnout, Self-Efficacy, and Successful Intelligence among Chinese Prospective and In-Service School Teachers in Hong Kong
Quelle	In: Educational Psychology, 27 (2007) 1, S.33-49 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Foreign Countries; Fatigue (Biology); Self Efficacy; Intelligence; Teacher Burnout; Preservice Teachers; Teacher Attitudes; Psychological Patterns; Teacher Characteristics; Gender Differences; Teaching Experience; Job Satisfaction; Teaching Conditions; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Fatigue; Ermüdung; Self-efficacy; Selbstwirksamkeit; Intelligenz; Klugheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Geschlechterkonflikt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Hongkong
Abstract	This study assessed the three components of burnout (emotional exhaustion, depersonalisation, and reduced personal accomplishment), perceived self-efficacy, and the three triarchic abilities (analytical, synthetic, and practical) of successful intelligence in a sample of 267 Chinese prospective and in-service teachers in Hong Kong. The aim was to explore and examine the contribution of the blending or integration of the triarchic abilities to the three components of teacher burnout and perceived self-efficacy. While there were subtle gender and teaching-experience differences, the general findings suggested that the triarchic abilities, especially practical abilities, could independently contribute to teachers' sense of personal accomplishment as well as perceived self-efficacy. The interactive combination of the triarchic abilities could be most important in contributing negatively to emotional exhaustion. The implications of these findings for interventions to combat teacher burnout and enhance job engagement are discussed. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10