08 SES 05.5 PS, General Poster Session
General Poster Session
Teaching is profession with a high risk of burnout (Schaufeli, Leiter, & Maslach, 2008). The principal risks factors for teachers come from job demands to face with students' learning difficulties, aggressive behaviour, ambiguity and conflict amongst colleagues, problematic relationships with parents, time pressures and large classes (Chan, 2003). School-related events require teachers' ability to control their emotional intensity at all times, treat pupils with warmth and compassion and suppress any feelings of impatience or anger (Beatty, 2000). Recently Chang (2013) examined teachers’ unpleasant emotions elicited by appraisal of students' misbehavior and observed that the intensity of negative emotions increased teachers' emotional exhaustion. Therefore, teachers' effort to maintain negative emotions at low level without risks for their educational role likely affects their general well-being. Teachers' social support was remarkably considered a protective factor able to safeguard them from burnout risk and increase the school quality of life (Leung & Lee, 2006; Pomaki, DeLongis, Frey, Short, & Woehrle, 2010; Schaufeli & Bakker, 2004). Recently, Doudin and Curchod (2008) have found that the satisfaction with support received was a buffer against burnout independently on internal or external school support received. More specifically finding showed a positive correlation between dissatisfaction with social support received and teachers' emotional exhaustion.
The current research focused on the risk and protective factors on burnout syndrome taking into account the role of cultural context. According to cross-cultural studies teachers burnout syndrome depends onuniversal and culture-specific variables(e.g. Clunies-Ross, Little, & Kienhuis, 2008; Hastings & Bham, 2003).Although several studies was addressed to teachers’ burnout in different cultures, many investigated only one culture while very few studies examined burnout cross-culturally. The purpose of this current study was attempted to explore the importance of a cross-cultural perspective. We hypothesized that emotional intensity anddissatisfaction with social support affected teachers later burnoutsyndrome. Additionally, we expected to find the same predictive model for all measures of burnout in Italian and Swiss teachers groups.
Beatty, B. (2000). The emotions of educations of educational leadership: breaking the silence. International Journal of Leadership in Education, 3(4), 331-335. Chan, D. W. (2003). Dimensions of emotional intelligence and their relationships with social coping among gifted adolescents in Hong Kong. Journal of Youth and Adolescence, 32, 409-418. Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehaviour: Appraisal, regulation and coping. Motivation and Emotion. Advance online publication. Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Education Psychology, 28(6), 693-710. Doudin, P.-A., & Curchod-Ruedi, D. (2008). Burnout de l’enseignant: facteurs de risque et facteurs de protection. Revue Pédagogique Hep, 9, 5-8. Doudin, P.-A., & Curchod-Ruedi, D. (2010). La compréhension des émotions et pratiques de réintégration. In P.A. Doudin & L. Lafortune (Eds.), Intervenir auprès des élèves ayant besoins particuliers: quelle formation à l'enseignement? (pp. 145-163). Québec: Presse de l'Université du Québec. Doudin, P.-A., Curchod-Ruedi, D. & Moreau, J. (2011). Le soutien social comme acteur de protection de l’épuisement des enseignants. In P.-A . Doudin, D. Curchod-Ruedi, L. Lafortune & N. Lafranchise (Eds.), La santé psychosociale des enseignants et des enseignantes (pp. 12-37). Québec: PUQ. Maslach, C., Jackson, S.E., & Leiter, M.P. (1996). Maslach Burnout Inventory Manual (3rd ed.). Mountain View, California: CPP, Inc. Pas, E., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas of support. Journal of School Psychology, 50(1), 129-145. Pomaki, G., DeLongis, A., Frey, D., Short, K., & Woehrle, T. (2010). When the doing gets tough: Direct, buffering and indirect effects of social support in new teachers’ turnover intention. Teaching & Teacher Education, 26, 1340-1346. Scaffer, B. S., & Riodan, C. M. (2003). A review of cross-cultural methodologies for organizational research: A best practices approach. Organizational Research Method, 6, 169-215. Schaufeli, W.B., Leiter, M.P., & Maslach, C. (2008). Burnout: 35 years of research and practice. Career Development International, 14, 204-220. Sutton, R.E., & Harper, E.M. (2009). Teachers’ emotion regulation. In L.J. Saha & A. G. Dworkin (Eds.), The new international handbook of teachers and teaching (pp. 389-401). New York: Springer.
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