Teachers鈥?workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

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• 作者：Philip D. Parker^a ; ^b ; ^{philip.parker@uws.edu.au} ; Andrew J. Martin^c ; Susan Colmar^c ; Gregory A. Liem^c
• 关键词：Teacher engagement ; Stress ; Burnout ; Longitudinal analysis
• 刊名：Teaching and Teacher Education
• 出版年：2012
• 期刊代码：116_0742051x
• 类别：soc
• 出版时间：May, 2012
• 卷：28
• 期：4
• 页码：503-513
• 文件大小：358 K

摘要

The current research integrated components of the transactional model of stress and coping with self-worth and goal theories to examine a model where (a) teachers鈥?goal orientation (as indicated by mastery and failure avoidance) was hypothesized to predict their teaching coping strategies (as indicated by problem- and emotion-focused coping) and (b) teaching coping was hypothesized to predict occupational well-being (as indicated by engagement and burnout). A longitudinal sample of 430 teachers took part in the research. With the structural equation model suggesting an acceptable fit to the data, findings generally supported hypotheses. Implications for theory and practice are discussed.