Teachers' emotional exhaustion and job satisfaction: How much does the school context matter?

被引：2

作者：

Schulze-Hagenest, Tabea ^{[1
]}

Carstensen, Bastian ^{[1
]}

Weber, Kira ^{[2
]}

Jansen, Thorben ^{[1
]}

Meyer, Jennifer ^{[1
]}

Ko, Olaf

Klusmann, Uta ^{[1
]}

机构：

[1] IPN Leibniz Inst Sci & Math Educ, Dept Educ Res & Educ Psychol, Olshausenstr 62, D-24118 Kiel, Germany

[2] Univ Hamburg, Fac Educ, Sedanstr 19, D-20146 Hamburg, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 136卷

关键词：

Emotional exhaustion; Job satisfaction; Social interactions; Teachers; School context; Multilevel analysis; PROFESSIONAL-DEVELOPMENT; SOCIOECONOMIC-STATUS; BURNOUT; STRESS; COVID-19; INTERVENTIONS; MULTILEVEL; QUALITY; ELEMENTARY; ENGAGEMENT;

D O I：

10.1016/j.tate.2023.104360

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The current article investigated the role that the school context plays in teachers' well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Study 1: N = 1022; Study 2: N = 2886), the results of multilevel regression analyses showed low between-school variance in well-being but substantial variation in indicators of social interactions. Moreover, well-being was tendentially related to interindividual differences in the perception of social climate.

引用

页数：12

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