ERIC Number: EJ272628
Record Type: Journal
Publication Date: 1982
Reference Count: N/A
A Social-psychological Grounded Theory of Teacher Stress and Burnout.
Blase, Joseph J.
Educational Administration Quarterly, v18 n4 p93-113 Fall 1982
Interviews with and observations of 43 teachers in a suburban high school in New York State provided data used to test a model of teacher stress and burnout based on Teacher Performance-Motivation Theory. Results indicated that decreases in teachers' job involvement actually increased the probability of teacher burnout. (PGD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A