Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F23%3A00570878" target="_blank" >RIV/68081740:_____/23:00570878 - isvavai.cz</a>

Result on the web

<a href="https://link.springer.com/article/10.1007/s11218-023-09779-x" target="_blank" >https://link.springer.com/article/10.1007/s11218-023-09779-x</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s11218-023-09779-x" target="_blank" >10.1007/s11218-023-09779-x</a>

Result language

angličtina

Original language name

Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues

Original language description

Exhaustion, as a key facet of burnout, is one of the most common risks that compromises teacher well-being and contributes to a shortage of teachers. While the school social environment has been identified as an influential context for teacher exhaustion, the relative importance of its different facets remains unclear. This study focused on the most proximal social environment in school and examined the role of teachers' social experiences with students, fellow teachers, and leadership. The sample comprised teachers (N = 740, 77% women and 23% men) of adolescent students. In an online survey, participants reported their exhaustion and perceptions of student disruptive behaviors, victimization by workplace bullying, and social support from colleagues. A sequential linear regression controlling for gender, school type, and length of teaching experience indicated that exhaustion was positively associated with disruptive student behaviors and victimization by workplace bullying and negatively associated with social support from leadership. Regarding the individual control variables, exhaustion was higher in female teachers and in less experienced teachers. The type of school (elementary vs. secondary) did not play a role in exhaustion. The main findings suggest that to help prevent teacher exhaustion, teacher education should aim to better prepare teachers to handle disruptive student behaviors, and schools should maximize their efforts to reduce workplace bullying and foster leadership support for teachers.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

Result was created during the realization of more than one project. More information in the Projects tab.

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Social Psychology of Education

ISSN

1381-2890

e-ISSN

1573-1928

Volume of the periodical

26

Issue of the periodical within the volume

4

Country of publishing house

NL - THE KINGDOM OF THE NETHERLANDS

Number of pages

18

Pages from-to

885-902

UT code for WoS article

000950394400002

EID of the result in the Scopus database

2-s2.0-85150060410