积极主动的策略是否能减少个人和学校层面的教师倦怠？

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-07-02 DOI:10.1080/21683603.2021.1942344

J. Pietarinen, K. Pyhältö, Kaisa Haverinen, E. Leskinen, T. Soini

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引用次数: 15

摘要

摘要：有临时证据表明，倦怠可能通过交叉效应在职业社区内传播，交叉效应指的是压力或紧张的个体间传播。然而，我们对解决压力源的有效方法缺乏了解。我们测试了一个两级路径模型，以探索教师主动自我调节和协同调节策略与经历倦怠之间的相互关系。研究样本包括来自75所学校的1531名芬兰在职教师。结果表明，教师个体和职业群体的倦怠症状各不相同。自我调节和协同调节策略在调节教师倦怠症状方面的作用部分不同。

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Is individual- and school-level teacher burnout reduced by proactive strategies?

ABSTRACT There is provisional evidence that burnout may be contagious within professional communities via the crossover effect, referring to an inter-individual transmission of stress or strain. However, our understanding of effective means for tackling stressors is scarce. We tested a two-level path model to explore the interrelation between teachers’ proactive self- and co-regulative strategies and experienced burnout. The study sample comprised 1531 Finnish in-service teachers from 75 schools. The results showed that burnout symptoms varied both between individual teachers and between professional communities. Self- and co-regulative strategies serve partly different functions in regulating teacher burnout symptoms.

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

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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.