The Relation between Teacher Burnout and Teachers’ Attributions and Practices Regarding School Behaviour Problems

This study focuses on the burnout concept in relation to teachers’ perceptions of school behaviour problems. Specifically, 200 elementary teachers were assessed in terms of their explanatory attributions and their preferred practices regarding four school behaviour problems. The teacher burnout was...

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Bibliographic Details
Published in:School psychology international 1999-05, Vol.20 (2), p.209-217
Main Authors: Bibou-Nakou, I., Stogiannidou, A., Kiosseoglou, G.
Format: Article
Language:English
Subjects:
Attribution Theory
Attributions
Behavior Problems
Behavioural problems
Burnout
Congruence (Psychology)
Elementary School Students
Elementary School Teachers
Greece
Maslach Burnout Inventory
Relationship
Teacher Response
Teachers
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Summary:This study focuses on the burnout concept in relation to teachers’ perceptions of school behaviour problems. Specifically, 200 elementary teachers were assessed in terms of their explanatory attributions and their preferred practices regarding four school behaviour problems. The teacher burnout was assessed by the Maslach Burnout Inventory. The results showed that teachers’ misbehaviour-related attributions and preferred practices differentiate significantly the burnout levels experienced by the teachers. One means of more adequately dealing with teacher burnout might involve the evaluation of teachers’ attributions and perceptions regarding work stressors.
ISSN:0143-0343
1461-7374
DOI:10.1177/0143034399020002004