{"title":"Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students?","authors":"L. Tikkanen, K. Pyhältö, T. Soini, J. Pietarinen","doi":"10.1080/21683603.2021.1942343","DOIUrl":null,"url":null,"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.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1942343","citationCount":"12","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1942343","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.