JOB BURNOUT AND JOB LEAVING IN PUBLIC-SCHOOL TEACHERS - IMPLICATIONS FOR STRESS MANAGEMENT
JOB BURNOUT AND JOB LEAVING IN PUBLIC-SCHOOL TEACHERS - IMPLICATIONS FOR STRESS MANAGEMENT
复制标题
DOI：
10.1007/bf01701948
复制
发表时间：
1995-01-01
影响因子：
4
通讯作者：
THOMPSON, JA
中科院分区：
文献类型：
--
作者：
CARLSON, BC;THOMPSON, JA
本研究探讨了教师和组织变量是否对教师职业倦怠三个分量的得分有显著影响，B教师离开特殊教育教学的意图。研究参与者（N = 490）包括一个样本的受访者在夏威夷的1096名特殊教育教师的调查。本研究所使用的工具包括Maslach倦怠量表、波特需求满意度问卷和特殊教育教师问卷。多元回归分析的结果表明，对于倦怠的组成部分，情绪耗竭和去人格化，相对较大的和显着的方差可以解释由一组预测变量。对于第三个倦怠的组成部分，个人成就，方差占一组预测变量是显着的，但很小。逐步判别函数分析被用来区分教师谁说他们不打算离开特殊教育教学。八个变量被确定为“离开特殊教育教学的意图”的预测因子，正确地将73%的教师分为适当的“是离开”和“不离开”组。
This study addressed the questions of whether selected teacher and organizational variables contributed to (a) significant amounts of variance in teachers scores on three components of burnout, and (b) teachers' intentions to leave special education teaching. Study participants (N = 490) included a sample of respondents to a survey of all of the 1096 special education teachers in Hawaii. Instruments used in this study included the Maslach Burnout Inventory, the Porter Need Satisfaction Questionnaire, and the Special Education Teacher Survey. Results of multiple regression analyses indicated that for the burnout components, Emotional Exhaustion and Depersonalization, relatively large and significant amounts of variance could be accounted for by a set of predictor variables. For the third burnout component, Personal Accomplishment, the variance accounted for by a set of predictor variables was significant but small. Stepwise discriminant function analysis was used to distinguish between teachers who stated they did or did not intend to leave special education teaching. Eight variables were identified as predictors of ''Intention to leave special education teaching,'' correctly classifying 73% of teachers into the appropriate ''Yes-Leaving'' and ''No-Leaving'' groups.