Reducing teacher burnout: A socio-contextual approach

被引：119
作者：
Pietarinen, Janne [1 ]
Pyhalto, Kirsi [2 ]
Soini, Tiina [3 ]
Salmela-Aro, Katariina [4 ]
机构：
[1] Univ Eastern Finland, Sch Appl Educ Sci & Teacher Educ, Kuopio, Finland
[2] Univ Helsinki, Inst Behav Sci, Ctr Res & Dev Higher Educ, FIN-00014 Helsinki, Finland
[3] Univ Tampere, Sch Educ, FI-33014 Tampere, Finland
[4] Univ Helsinki, Helsinki Coll Adv Studies, FIN-00014 Helsinki, Finland
来源：
TEACHING AND TEACHER EDUCATION | 2013年 / 35卷
关键词：
Teacher burnout; Proactive strategies; Teacher-working environment fit; PERSON-ORGANIZATION FIT; WORK ENGAGEMENT; JOB DEMANDS; SELF-EFFICACY; EMOTIONAL EXHAUSTION; CHINESE TEACHERS; SCHOOL CONTEXT; COPING STYLES; MENTAL-HEALTH; MODELS;
D O I：
10.1016/j.tate.2013.05.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The aim of this study was to examine the interrelation between teachers' proactive strategies and perceived teacher-working environment fit that would be mediated by the socio-contextual burnout experience. Altogether 2310 Finnish teachers completed the study's survey. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Both the learning and use of the strategies is highly embedded in a school's social interactions. (c) 2013 Elsevier Ltd. All rights reserved.
引用
收藏
页码：62 / 72
页数：11
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