According to the 'intensification' thesis external pressures from policy makers, supervisors, parents and experts fuels an ever-expanding teaching role and associated workload. Against that background, we examined how four interpersonal relationships (students, colleagues, supervisors and parents), teaching-related and non-teaching-related workload (e.g. paperwork) and autonomy are related to teacher burnout (emotional exhaustion, depersonalization, personal accomplishment). The participants were 1,878 Flemish teachers aged 45 or older. The data was analyzed by means of structural equation modeling. Interpersonal relationships were differentially related to burnout. Teaching-related and non-teaching-related workload were both related to emotional exhaustion. Autonomy was most strongly related to non-teaching-related workload.

HIGHLIGHTS:
* INTERPERSONAL RELATIONSHIPS ARE DIFFERENTIALLY RELATED TO THE BURNOUT DIMENSIONS
* RELATIONS WITH STUDENTS ARE STRONGEST RELATED TO THE THREE BURNOUT DIMENSIONS
* SUPERVISORS PLAY A CRUCIAL ROLE IN GIVING TEACHERS MORE AUTONOMY
* MORE AUTONOMY LEADS TO LESS DISSATISFACTION WITH NON-TEACHING-RELATED WORKLOAD
* OUR DATA SUPPORTS THE SEQUENTIAL PROCESS MODEL OF BURNOUT
Original languageEnglish
Title of host publicationPaper presented at the ECER 2013
Publication statusPublished - 10 Sep 2013
EventEuropean Conference on Educational Research 2013 - Istanbul, Turkey
Duration: 9 Sep 201313 Sep 2013

Conference

ConferenceEuropean Conference on Educational Research 2013
Abbreviated titleECER 2013
CountryTurkey
CityIstanbul
Period9/09/1313/09/13

    Research areas

  • Teacher Burnout, Teacher Autonomy, Workload, Social Support, Intensification

ID: 2344770