Predicting intraindividual changes in teacher burnout : the role of perceived school environment and motivational factors

Authors: Fernet, ClaudeGuay, FrédéricSénécal, CarolineAustin, Stéphanie
Abstract: 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.
Document Type: Article de recherche
Issue Date: 10 January 2012
Open Access Date: Restricted access
Document version: VoR
Permalink: http://hdl.handle.net/20.500.11794/13824
This document was published in: Teaching and Teacher Education, Vol. 28 (4), 514–525 (2012)
http://doi.org/10.1016/j.tate.2011.11.013
Pergamon Press
Alternative version: 10.1016/j.tate.2011.11.013
Collection:Articles publiés dans des revues avec comité de lecture

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