Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support

Trust in school: a pathway to inhibit teacher burnout?

“…In this step the teacher trust variables are added while accounting for other teacher characteristics, namely, teacher efficacy, gender, teaching experience, ethnic, and socioeconomic teacher background. The school-level variables, socioeconomic school composition and faculty trust, are only added in a third model when significant school-level variance remains in step two (see Chang, 2009;Pas et al, 2012). As is common, all variables except the dichotomous ones are grand mean centered to increase model stability.…”

“…To our knowledge, only Pas et al (2012) have recently done this in using a multilevel setting in which they related teacher burnout to individual teacher features, structural features of the school organization such as student mobility and suspension rates, and schools' organizational health which was actually assessed at the organizational level using aggregation techniques and not solely as a measure at the individual teacher level. Pas et al (2012) needed to conclude, however, that factors which were assessed at the level of the school organization such as organizational health or student mobility rates were generally unrelated to teacher burnout, and that more proximal individual teacher features such as teacher perceptions of student involvement and school leadership seemed to be most influential of teacher burnout. Their findings align with Chang's (2009) statement that factors beyond those which represent merely organizational factors (answering the question "in what kind of contexts do teachers become burned out") or merely individual factors (answering the question "who becomes burned out") need to be investigated as antecedents of teacher burnout.…”

“…Next to social support, other relational characteristics have been related to teacher burnout as well. Feelings of affiliation with teaching colleagues have been shown to reduce burnout levels (Pas et al, 2012), just as does perceiving equity in relationships with students, colleagues, and the school (Taris et al, 2004).…”

“…Adams and Forsyth, 2013;Bryk and Schneider, 2002; 94 JEA 53,1 Tschannen-Moran, 2004;Van Maele et al, 2014), and to the literature investigating antecedents of teacher burnout (e.g. Chang, 2009;Pas et al, 2012). In this way, the study presents an original investigation of a trust-burnout association within the teaching job.…”

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

“…More specifically, age and experience are stably associated with the risk of burnout, although it is not yet clear whether being younger and less experienced [40] or older and more experienced [41] leads to greater risk of burnout. Gender and level of school are not consistently related to burnout: while some studies report that male [40,41] or female [42] (with regard to emotional exhaustion) teachers are more vulnerable to burnout, others show no association between gender and burnout risk [41,35]; similarly, some studies have found that the higher the level of the school in which the teacher works, the higher the risk [41,43], while other studies report no association between these variables [44]. Concerning relationships, most studies have identified poor relationships with students and colleagues as one of the most accurate predictors of burnout syndrome in teachers, particularly in relation to student misbehavior [45 -47] and colleagues' lack of collaboration and support [48 -50].…”