BURNOUT - TESTING FOR THE VALIDITY, REPLICATION, AND INVARIANCE OF CAUSAL-STRUCTURE ACROSS ELEMENTARY, INTERMEDIATE, AND SECONDARY TEACHERS
BURNOUT - TESTING FOR THE VALIDITY, REPLICATION, AND INVARIANCE OF CAUSAL-STRUCTURE ACROSS ELEMENTARY, INTERMEDIATE, AND SECONDARY TEACHERS
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DOI：
10.3102/00028312031003645
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发表时间：
1994-09-01
影响因子：
3.6
通讯作者：
BYRNE, BM
中科院分区：
文献类型：
--
作者：
BYRNE, BM
本研究在一个概念框架内考察了组织因素（角色模糊、角色冲突、工作超负荷、课堂气氛、决策、上级支持、同伴支持）和人格因素（自尊、外控）对倦怠的三个方面--情绪耗竭、人格解体和个人成就感降低的影响。参与者是全职小学（n = 1203），中级（n = 410）和中学教师（n = 1431）。一个假设模型的倦怠首先进行了测试和交叉验证，为每个教学小组，共同的因果路径，然后测试组不变性。结果是一致的跨组揭示的重要性（a）角色冲突，工作负荷过重，课堂气氛，决策和同伴支持的教师职业倦怠的组织决定因素，（B）自尊和外部控制点的教师职业倦怠的重要介质，和（c）没有角色模糊和上级支持的因果关系的过程。研究结果表明，作为一个无量纲的结构倦怠的解释是没有意义的。
The study investigated the impact of organizational (role ambiguity, role conflict, work overload, classroom climate, decision making, superior support, peer support) and personality (self-esteem, external locus of control) factors on three facets of burnout-Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework. Participants were full-time elementary (n = 1203), intermediate (n = 410), and secondary teachers (n = 1431). A hypothesized model of burnout was first tested and crossvalidated for each teaching panel; common causal paths were then tested for group-invariance. Results were consistent across groups in revealing the importance of (a) role conflict, work overload, classroom climate, decision making, and peer support as organizational determinants of teacher burnout, (b) self-esteem and external locus of control as important mediators of teacher burnout, and (c) the absence of role ambiguity and superior support in the causal process. Findings demonstrated that interpretations of burnout as a undimensional construct are not meaningful.