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

页码：62 / 72

页数：11

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