JOB-RELATED STRESS, SOCIAL SUPPORT, AND BURNOUT AMONG CLASSROOM TEACHERS
JOB-RELATED STRESS, SOCIAL SUPPORT, AND BURNOUT AMONG CLASSROOM TEACHERS
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DOI：
10.1037/0021-9010.72.2.269
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发表时间：
1987-05-01
影响因子：
9.9
通讯作者：
VANVELZEN, D
中科院分区：
文献类型：
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作者：
RUSSELL, DW;ALTMAIER, E;VANVELZEN, D
在本研究中，我们考察了与工作相关的压力事件和社会支持对教师职业倦怠的影响。我们对爱荷华州的公立学校教师进行了一项随机抽样的邮寄调查。与之前的研究结果一致，教师的年龄、性别和所教年级水平等特征对职业倦怠有预测作用。我们还发现，经历的压力事件的数量和社会支持对教师职业倦怠有预测作用。还有一些证据表明，社会支持具有缓解压力的作用。那些报告说他们得到了支持的主管，并表示他们从其他人那里得到了关于他们的技能和能力的积极反馈的教师不太容易产生职业倦怠。我们讨论了这些发现对旨在预防教师职业倦怠的项目的影响。
In this study we examined the effects of job-related stressful events and social support on burnout among teachers. We conducted a mail survey of a random sample of public school teachers in Iowa. Consistent with findings in previous research, teacher characteristics such as age, sex, and grade level taught were predictive of burnout. We also found that the number of stressful events experienced and social support were predictive of teacher burnout. Some evidence of the stress-moderating role of social support was also found. Teachers who reported that they had supportive supervisors and indicated that they received positive feedback concerning their skills and abilities from others were less vulnerable to burnout. We discuss the implications of these findings for programs aimed at preventing teacher burnout.