Does school context matter? Relations with teacher burnout and job satisfaction
Does school context matter? Relations with teacher burnout and job satisfaction
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DOI：
10.1016/j.tate.2008.12.006
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发表时间：
2009-04-01
影响因子：
3.9
通讯作者：
Skaalvik, Sidsel
中科院分区：
文献类型：
--
作者：
Skaalvik, Einar M.;Skaalvik, Sidsel
本研究旨在探讨教师对学校情境的知觉、教师工作倦怠与教师工作满意度的关系。参与者是563名挪威中小学教师。教师对学校环境的四个方面（监督支持，时间压力，与家长的关系，自主权）和教师职业倦怠的三个维度（情绪耗竭，去人格化，降低个人成就感）的测量。使用AMOS 5程序通过结构方程模型对数据进行分析。教师的工作满意度与职业倦怠的两个维度（情绪衰竭和个人成就感降低）直接相关，与学校环境的各个方面间接相关。通过情绪疲惫和个人成就感的降低。职业倦怠的三个维度与学校环境变量的相关程度不同。情绪衰竭与时间压力的关系最密切，而人格解体和个人成就感的降低与教师与父母的关系最密切。研究和教育实践的影响进行了讨论。(c)2008爱思唯尔有限公司保留所有权利。
This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. Participants were 563 Norwegian teachers in elementary school and middle school. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured. The data were analyzed by means of structural equation modelling using the AMOS 5 program. Teachers' job satisfaction was directly related to two of the dimensions of burnout (emotional exhaustion and reduced personal accomplishment) and indirectly related to all aspects of the school context. through emotional exhaustion and reduced personal accomplishment. The three dimensions of burnout were differently related to the school context variables. Emotional exhaustion was most strongly related to time pressure whereas depersonalization and reduced personal accomplishment were most strongly related to teachers' relations with parents. Implications for both research and educational practices are discussed. (c) 2008 Elsevier Ltd. All rights reserved.