Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work
Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work
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DOI：
10.1016/j.tate.2014.07.005
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发表时间：
2014-10-01
影响因子：
3.9
通讯作者：
Vanroelen, Christophe
中科院分区：
文献类型：
--
作者：
Van Droogenbroeck, Filip;Spruyt, Bram;Vanroelen, Christophe
根据“强化”理论，来自政策制定者、监管者、家长和专家的外部压力助长了教学角色的不断扩大和相关工作量的增加。在此背景下，我们考察了四种人际关系(学生、同事、主管和家长)、与教学相关和与教学无关的工作量(例如，文书工作)以及自主性与教师职业倦怠(情绪衰竭、去人格化、个人成就感)的关系。参与者是1878名年龄在45岁或以上的佛兰德教师。采用结构方程模型对数据进行分析。人际关系对职业倦怠有不同的影响。与教学相关和与教学无关的工作量都与情绪衰竭有关。自主性与非教学相关的工作量关系最为密切。(C)2014爱思唯尔有限公司。保留所有权利。
According to the 'intensification' thesis, external pressures from policymakers, supervisors, parents, and experts fuel an ever-expanding teaching role and associated workload. Against that background, we examined how four interpersonal relationships (students, colleagues, supervisors, and parents), teaching-related and non-teaching-related workload (e.g., paperwork), and autonomy are related to teacher burnout (emotional exhaustion, depersonalization, personal accomplishment). The participants were 1878 Flemish teachers 45 years of age or older. The data were analyzed by means of structural equation modelling. Interpersonal relationships were differentially related to burnout. Teaching-related and non-teaching-related workload were both related to emotional exhaustion. Autonomy was most strongly related to non-teaching-related workload. (C) 2014 Elsevier Ltd. All rights reserved.