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Advisor(s)
Abstract(s)
The present study tests a model of the interplay between teaching style determinants, interpersonal resources, and teacher burnout dimensions, controlling for
teachers’ experience variables. Two-hundred and ninety-seven teachers in the Portuguese educational system teaching in a rural region participated in the research.
Using a Structural Equation Modeling approach, the key fnding of this study is that
teacher interpersonal self-efcacy and teacher–student closeness partially mediated
the connections between teacher epistemological sophistication and student misbehavior and teacher burnout. Specifcally, an increment of teacher depersonalization
is associated with student misbehavior, when mediated by interpersonal self-efcacy
and teacher–student closeness. Moreover, while greater attunement with students
(meaning lower confict) prevents emotional exhaustion caused by student misbehavior, it also has costs in terms of lower professional accomplishment. Thus, in
intense interpersonal settings like schools, teacher interpersonal resources, especially teacher–student closeness and attunement, may not have an universal positive
return for educators. Implications for future research are recommended, such as the
replication of this model across urban and suburban settings. In addition, it seems
warranted that teacher pre-service and service training readdress the topic of interpersonal resources as a means to improve teacher well-being, including its merits
and limits.
Description
Keywords
Teaching style Interpersonal self-efficacy Teacher–student relationships Teacher burnout
Pedagogical Context
Citation
Simões, F., & Calheiros, M. M. (2019). A matter of teaching and relationships: determinants of teaching style, interpersonal resources and teacher burnout. Social Psychology of Education, 22(4), 991-1013. https://doi.org/10.1007/s11218-019-09501-w
Publisher
Springer Nature