The School Principal, Teacher Burnout, and Need-Supportive Conversation

被引：0
|
作者：
Adams, Curt M. [1 ,3 ]
Adigun, Olajumoke Beulah [2 ]
Fiegener, Ashlyn [2 ]
机构：
[1] Univ Oklahoma, Educ Leadership & Policy Studies, Norman, OK USA
[2] Oklahoma State Univ, Educ Leadership, Stillwater, OK USA
[3] Univ Oklahoma, Educ Leadership & Policy Studies, Norman, OK 74135 USA
来源：
LEADERSHIP AND POLICY IN SCHOOLS | 2023年
关键词：
SELF-DETERMINATION THEORY; AUTONOMY SUPPORT; LEADERSHIP; MOTIVATION; WELL; SATISFACTION; ENGAGEMENT; STUDENTS; BEHAVIOR; WORK;
D O I：
10.1080/15700763.2023.2289017
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study tested the theoretical argument that psychological need-supportive conversation functions as a protective factor against teacher burnout by satisfying teacher psychological needs. The empirical test was conducted with a sample of 263 teachers from a medium sized urban school district in a Southwestern city. Need-supportive conversation had an indirect effect on teacher burnout through teacher psychological needs. Results support the role of need-supportive conversation in lessening the extent to which teachers experience emotional exhaustion, depersonalization, and reduced accomplishment.
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收藏
页数：15
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