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ERIC Number: ED214867
Record Type: RIE
Publication Date: 1982-Feb
Pages: 35
Abstractor: N/A
Reference Count: 0
Teacher Burnout and Perceived Job Security (Dynamics and Implications).
Smith, Roy L.; McCarthy, Marilyn Bartlett
Research has shown that: (1) Physiological and psychological aspects of stress and burnout are equated with emotional exhaustion and (2) Individual responses to relationships and the working environment are based, to a large extent, upon the individual's expectations. A model was developed that accounts for individual perceptions of reasonable expectations (derived from intuition or conditioning) as opposed to realistic expectations (based on accurate perceptions) of given situations in the working environment. It was hypothesized that there was a relationship among the nature of teachers' employment contracts, perceived locus of control, and teachers' perceived sense of job security. To test the model, a study sought to determine whether a variation in employment contracts (tenure or renewable) accounts for teachers' sense of job security. The study also examined whether teachers' sense of job security could be further understood by accounting for the moderating effects of teachers' perceptions of locus of control or their perceptions of the work environment. An examination of the responses of two groups of teachers to three research instruments indicated that, while the nature of their employment contracts contributed to an overall sense of job security, other factors in the work environment could significantly enhance or diminish this sense of security. A more comprehensive model is being developed that will test whether reasonable but unrealistic expectations are likely to be related to increased incidence of burnout. Copies of the questionnaires are appended. (JD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Houston, TX, February 18, 1982).