A Social-psychological Grounded Theory of Teacher Stress and Burnout.

Blase, Joseph J.

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Peer reviewed

ERIC Number: EJ272628

Record Type: Journal

Publication Date: 1982

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A Social-psychological Grounded Theory of Teacher Stress and Burnout.

Blase, Joseph J.

Educational Administration Quarterly, v18 n4 p93-113 Fall 1982

Interviews with and observations of 43 teachers in a suburban high school in New York State provided data used to test a model of teacher stress and burnout based on Teacher Performance-Motivation Theory. Results indicated that decreases in teachers' job involvement actually increased the probability of teacher burnout. (PGD)

Descriptors: Coping, High Schools, Predictor Variables, Secondary School Teachers, Stress Variables, Teacher Attitudes, Teacher Burnout, Teacher Motivation

Publication Type: Journal Articles; Reports - Research

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Language: English

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