Sandilos Lia, Goble Priscilla, Ezra Pond, Kane Codie
Department of Education and Human Services, Lehigh University.
School of Family and Consumer Sciences, Texas State University.
Sch Psychol. 2024 May;39(3):280-290. doi: 10.1037/spq0000568. Epub 2023 Jul 13.
Theoretical models of job stress suggest that teachers' experience with burnout occurs, in part, because of an imbalance between job demands and the resources available to meet those demands. Using a diverse sample of 230 Head Start educators, the present study explored how school-based demands (i.e., class size, behavioral challenges) and resources (i.e., school social supports) contributed to teachers' self-reported burnout. Findings revealed that greater social support, specifically leads teachers' relationship with their assistant teacher (TA), was associated with lower ratings of burnout. There was also a significant interaction between classroom behavior problems and TA relationship quality, such that relationship quality reduced burnout in classrooms with low and average levels of behavior problems, but not in classrooms with high levels of behavior problems. Implications of these findings for preschool teacher well-being are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
工作压力的理论模型表明，教师产生职业倦怠的经历，部分原因是工作要求与满足这些要求所需资源之间的不平衡。本研究以230名开端计划教育工作者为多样样本，探讨了基于学校的要求（即班级规模、行为挑战）和资源（即学校社会支持）如何导致教师自我报告的职业倦怠。研究结果显示，更多的社会支持，特别是教师与助理教师（TA）的关系，与较低的职业倦怠评分相关。课堂行为问题与TA关系质量之间也存在显著交互作用，即关系质量在行为问题水平较低和中等的课堂中可减轻职业倦怠，但在行为问题水平较高的课堂中则不然。本文讨论了这些研究结果对学前教师幸福感的影响。（PsycInfo数据库记录（c）2024美国心理学会，保留所有权利）
