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ERIC Number: EJ961233
Record Type: Journal
Publication Date: 2012-May
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors
Fernet, Claude; Guay, Frederic; Senecal, Caroline; Austin, Stephanie
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n4 p514-525 May 2012
Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers' perceptions of classroom overload and students' disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers' perceptions of students' disruptive behaviors and school principal's leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components. (Contains 2 figures and 1 table.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada