Burnout Among Teachers

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  • 教師のバーンアウト傾向を規定する諸要因に関する探索的研究
  • 教師のバーンアウト傾向を規定する諸要因に関する探索的研究 : 経験年数・教育観タイプに注目して
  • キョウシ ノ バーンアウト ケイコウ オ キテイ スル ショ ヨウイン ニ カンスル タンサクテキ ケンキュウ ケイケン ネンスウ キョウイクカン タイプ ニ チュウモク シテ
  • Teaching Experience and Type of Teacher
  • 経験年数・教育観タイプに注目して

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Abstract

One purpose of the present study was to examine the effect of some factors on burnout among teachers. Out of 525 elementary and middle school teachers, 208 responded to questionnaire on (1) personality characteristics,(2) evaluation of their own ability as a teacher, and their image of the ideal teacher,(3) stress in their work,(4) support,(5) image of their co-workers, and (6) burnout. The results indicated that a lack of personal accomplishment was negatively associated with “self-evaluated teaching ability” and “human relation.”Emotional exhaustion was suppressed by “human relations”, and promoted by “worry”. A comparison of new and experienced teachers showed that the new ones felt lower personal accomplishment, and evaluated themselves more poorly on their ability to guide their classes. The second purpose of the present study was to compare 2 types of teachers: (a) those oriented to class guidance, emphasizing class management, and (b) those oriented to relationships, emphasizing their relations with their pupils. Self- evaluated teaching ability was a factor in burnout in the former group, whereas relations with colleagues played an important role in preventing burnout in the latter.

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