An Integrative Approach to Burnout in Secondary School Teachers: Examining the Role of Student Disruptive Behaviour and Disciplinary Issues
Year: 2008
Type: article
Study design: Observational Study
Abstract: The aim of this paper is to examine from an integrative approach to what extent occupational\nstressors when in combination with other variables that have accredited their explicative\nvalue in accounting for teacher distress in other domains (personal, psychosocial and\noutside the occupational sphere) contribute to predicting and/or explaining the different\ncomponents of burnout. The sample consists in 1386 secondary education teachers. The\nstatistical results obtained confirm for all dimensions in the syndrome the explanatory\nrole of occupational stressors related with student disruptive behaviours/attitudes and\ndisciplinary issues (conflict management and lack of support/consensus). The remaining\nvariables in the study (Type A pattern, optimism, hardiness, friend and family support,\nlife events) also contribute to accounting for burnout, albeit to a lesser extent than\noccupational factors. Results not only confirm the suitability of the selected variables but\nalso the necessity to design integration studies in which, besides another type of determinants,\nto include variables from the occupational domain. In other words, our findings suggest\nthat student disruptive behaviour, the difficulties experienced by teachers in managing\nconflict and the lack support/consensus as regards disciplinary actions are �necessary�\ningredients if we are to successfully predict burnout in secondary school teachers.
Authors: Xosé Manuel Otero López, María José Santiago, Agustín Godás Otero, Cristina Castro Bolaño, Estíbaliz Villardefrancos, Dolores Ponte Fernández
Language: English
Field: Medicine
Domain: Health Sciences
SDG: Quality education
Open Access status: green
Funder: Xunta de Galicia
OpenAlex ID: W2133115634