Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students?

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-07-02 DOI:10.1080/21683603.2021.1942343
L. Tikkanen, K. Pyhältö, T. Soini, J. Pietarinen
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引用次数: 12

Abstract

ABSTRACT It has been proposed that well-being or lack of it can spread within tightly knit communities, including classrooms. Yet, to our knowledge, no studies have explored the crossover of burnout between the teachers and the students. In this study, we explored the relationship between teacher exhaustion and students’ study burnout symptoms. We hypothesized that teacher exhaustion is likely to be transmitted to students in classroom interaction both directly and via students’ perceptions of reduced social support from the teacher. A total of 1550 Finnish fifth-grade students from 104 classes and their teachers (N = 104) participated in the study. Multilevel structural modeling was applied to explore whether teacher exhaustion can cross over within classroom settings, i.e., whether it is related to their students’ study burnout levels and students’ perceptions of decreased social support. The findings indicated that teacher exhaustion contributed to higher levels of cynicism among the students. Interestingly, the teacher exhaustion was not related to the teacher support reported by their students. The perceived teacher support buffered the students’ study burnout at both individual and classroom levels. The findings imply that teachers’ well-being and the perceived social support from teachers play important roles in student well-being.
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课堂倦怠的交叉——教师倦怠是否会传染给学生?
有人提出,幸福或缺乏幸福可以在紧密联系的社区中传播,包括教室。然而,据我们所知,目前还没有研究对教师和学生的倦怠交叉进行探讨。本研究旨在探讨教师倦怠与学生学习倦怠症状的关系。我们假设,教师倦怠可能会直接或通过学生对教师社会支持减少的感知传递给课堂互动中的学生。共有来自104个班级的1550名芬兰五年级学生及其教师(N = 104)参与了本研究。本研究采用多层次结构模型来探讨教师疲劳是否会在课堂环境中交叉,即是否与学生的学习倦怠水平和学生对社会支持减少的感知有关。研究结果表明,教师的疲劳导致学生的愤世嫉俗程度更高。有趣的是,教师疲劳与学生报告的教师支持无关。感知到的教师支持在个体和课堂层面上缓冲了学生的学习倦怠。研究结果表明,教师幸福感和教师社会支持感知在学生幸福感中起着重要作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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