Correlates of teacher appraisals of student behaviors (original) (raw)
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In comparison to different occupations teaching has been characterised as an extremely stressful profession. Burnout among school teacher is one of the biggest issues which need attention. Most teachers are exposed to prolonged stress which eventually culminates into burnout. As a result previously committed teachers are become detached from their job or continue with the job mechanically. The study is an attempt to empirically investigate the relationship among dimensions of burnout and big five personality factors. Moreover the study examines whether there is difference between big five personality factors and burnout of teachers in terms of biological factors. Females reported higher level of emotional exhaustion than male teachers. Moreover there exists significant difference in distribution of Extraversion, Agreeableness and Openness among school teachers across sex. Female teacher reported more open and extrovert than their male counterparts. No significant difference in burno...
European Journal of Education Studies, 2018
In this study, it was investigated the behaviors of primary and secondary school students were perceived as problematic by teachers and whether or not teachers' burnout situations are influencing this perception. 188 teachers which of 112 females (60%) and 76 males (40%) constituted the sample group. Maslach Burnout Inventory and a short questionnaire form were used for data collection. It has been shown that the decrease in the level of burnout of teachers leads them to be more sensitive to their students and to prefer more constructive and humanist methods to correct the behaviors of the students they perceive as problematic. It was also found that the increase in the burnout level of the teachers led to more disciplinary attitudes towards the students. Article visualizations:
Personality and contextual variables in teacher burnout
Personality and Individual Differences, 2005
Although several papers have shown the importance of personality structure in the disposition to burnout, its role remains controversial, especially in relation to contextual variables of an organizational and environmental type. In this sense, we have first considered describing and then predicting the burnout levels of 99 teachers in the province of Seville (Spain). In addition to a structured, self-applied interview, we have used the Spanish adaptation of the reduced version of NEO-PI-R (NEO-FFI) and the Spanish teachersÕ version of the Maslach Burnout Inventory (MBI) . We have used Homogeneity Analysis and Multiple Linear Regression (SPSS 11). The results allow us to appreciate the important role of personality structure in combination with some of the selected contextual variables, both in the description and prediction of teacher burnout. Most results confirm what has been achieved in similar research, and they especially emphasize the role of agreeableness as a protective factor (high scores) and, at the same time, as a vulnerability factor (low scores). These results are discussed from the perspective of interaction between disposition and contextual variables.
Personality Traits as Predictor of EFL Teachers’ Burnout
Teacher burnout has been studied due to its potential impact on teacher turnover rates and the quality of teaching provided to students, so this study recognized problem of stress and burnout in teachers. The purpose of this study was to examine the relationships between job burnout and personality traits as measured by two kinds of questionnaires. In this study, 75 EFL (English as a Foreign Language) teachers were defined as teachers employed in ages 20-40, both males and females employed in Kamyaran English language learning academies, Iran. Two stages were exerted to analyze the gathered data; statistical methods including Univariate statistics was the first stage of analysis and Pearson correlation was used to test the hypotheses or associations. The second part of the analysis, explanatory statistics such as multiple regression, by using SPSS (Statistical Package for the Social Science) version 19, was used to determine the prediction power of independent variable. Both survey and correlational designs were conducted to explore directional relations between independent and dependent variables. The results indicated significant relationships between burnout and personality traits. The findings of the study have shown that personality traits could help teachers overcome burnout and keep themselves away from depression, fatigue, and cynicism.
Burnout in Senior Secondary School Teachers: “The act of personality characteristics”
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Background: Burnout stress is characterized by feelings of alienation, indifference, a loss of interest in work, and an inability to perform day-to-day duties. Objective: The present research investigated whether there is a relationship between personality types and burnout in the field of educational settings. Method: Stratified random sampling method was employed for the purpose of data collection. Total 60 participants are tested through Maslach Burnout Inventory in order to determine participants‟ burnout levels and Eysenck‟s Personality Questionnaire -Revised for personality tests. Results: Resultfound out that there is a significant and positive relationship of psychoticism with emotional exhaustion and depersonalization. The most significant contributor to personality in the present study is neuroticism. However, no significant differences between urban higher secondary teachers of males and females have been found on burnout and personality types, but the mean score of burno...
Motivation and Emotion
Compared with other professions, teachers in P-12 schools appear to experience a higher level of emotional exhaustion (see review in Maslach et al. in Ann Rev Psychol 52(1):397, 2001; Schaufeli and Enzmann in The burnout companion to study and practice: a critical analysis, Taylor & Francis, Philadelphia, 1998). The purpose of this study is to examine teacher emotions within the context of teachers’ appraisals and the ways they regulate and cope with their emotions. The study explores teachers’ appraisals of disruptive classroom behavior situations and investigates the adaptive coping and emotion regulation strategies that ease teacher burnout. Data were collected from 492 teachers in the US Midwest and subjected to hypothesis testing using structural equation modeling. The model provides evidence supporting a pathway between teachers’ antecedent judgments and their experience of emotion, as well as providing evidence for how the consequent emotions contribute to teachers’ feelings ...
The Relationship Between Teacher Burnout And Student Misbehavior
This study examined the of seriousness at which agriculture teachers view the misbehavior of students enrolled in their agriculture programs today and sought to determine if the level of seriousness of student misbehavior in agricultural education has changed over time. The participants in the study were 165 agricultural education teachers in North Carolina, South Carolina, and Virginia. These teachers rated 77 misbehaviors according to how serious a problem it creates for them in their agriculture programs. No misbehaviors received a rating higher than 2.0 on a scale that had 4.0 as the critically disruptive behaviors. This indicates that student misbehavior is not a serious problem in agricultural education and that instruction is, at most, minimally disrupted. The teaching profession is one of the most visible professions in the world, and even though significant improvements have been made in student achievement, society continues to expect more from its teachers. As the gap widens between the public's expectations of education and the teachers ability to deliver that education, burnout will continue to be a concern. This study sought to determine the level of burnout experienced by agriculture teachers in three southeastern states using the Maslach Burnout Inventory -Educator's Survey. The study found that agricultural teachers experience moderate levels of emotional exhaustion, low levels of depersonalization in relationships with students, colleagues and others, and a high degree of personal accomplishment in their work. An agriculture teacher's gender, academic degree, field preparation method, and annual contract length do not seem to influence teachers' responses on each of the sub-scales of the Maslach Burnout Inventory nor do the size of the school, the type of community, and the size of the agricultural education department. The age and years of teaching experience of the agriculture teacher is related to depersonalization scores, but not to emotional exhaustion and personal accomplishment scores on the Maslach Burnout Inventory.
A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout
Educational Psychology Review, 2019
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine these qualities using a recognized framework and to summarize the previous literature on this topic. We conducted a metaanalysis on the 25 studies (total N = 6294) reporting the relationships between teacher Big Five personality domains (openness, conscientiousness, extraversion, agreeableness, and emotional stability) and two teacher job-related outcomes (i.e., teacher effectiveness and burnout). Furthermore, the influence of three moderators was assessed, namely, the type of teacher effectiveness measure (i.e., evaluations of teaching, student performance self-efficacy, classroom observation, and academic achievement), source of personality report (i.e., self-report vs other-report), and the instructed educational level (i.e., elementary, secondary, and tertiary). Overall, teacher Big Five domains (except for agreeableness) were positively associated with teacher effectiveness, especially for evaluations of teaching. Furthermore, teacher emotional stability, extraversion, and conscientiousness were negatively associated with burnout. Otherreports of teacher personality were more strongly associated with outcomes than self-reports. There were no differences in the strength of the associations between the educational levels. The need for using common descriptors in teacher research as well as practical implications of the findings for teacher personality measurement is discussed. Keywords Teacher personality. Job performance. Teacher effectiveness. Burnout. Big Five Teachers are prominent figures in the educational system both statistically and in their potential for influencing educational outcomes. According to the World Bank EdStats (2017), there are 84.23 million teachers in the world across educational levels: pre-primary (9.36 million),
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British Journal of Educational Psychology, 2007
Background. Teaching is considered a highly stressful occupation. Burnout is a negative affective response occurring as a result of chronic work stress. While the early theories of burnout focused exclusively on work-related stressors, recent research adopts a more integrative approach where both environmental and individual factors are studied. Nevertheless, such studies are scarce with teacher samples.