Predicting Intraindividual Changes in Teacher Burnout: The Role of Perceived School Environment and Motivational Factors

Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com

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12

Fatigue (Biology); Student Attitudes; Self Efficacy; Teacher Burnout; Educational Environment; Principals; Self Determination; Theories; Teacher Motivation; French Canadians; Elementary School Students; Secondary School Students; High Schools; Teacher Attitudes; Student Behavior; Behavior Problems; Personal Autonomy; Prediction; Foreign Countries; Public Schools

10.1016/j.tate.2011.11.013

0742-051X

Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers' perceptions of classroom overload and students' disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers' perceptions of students' disruptive behaviors and school principal's leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components. (Contains 2 figures and 1 table.)

As Provided

2012

EJ961233