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ERIC Number: EJ854760
Record Type: Journal
Publication Date: 2009-Apr
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Does School Context Matter? Relations with Teacher Burnout and Job Satisfaction
Skaalvik, Einar M.; Skaalvik, Sidsel
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n3 p518-524 Apr 2009
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. (Contains 1 table and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway