Outcomes and Antecedents of Teacher Depersonalization: The Role of Intrinsic Orientation for Teaching

Autor/inn/en	Benita, Moti; Butler, Ruth; Shibaz, Limor
Titel	Outcomes and Antecedents of Teacher Depersonalization: The Role of Intrinsic Orientation for Teaching
Quelle	In: Journal of Educational Psychology, 111 (2019) 6, S.1103-1118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benita, Moti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000328
Schlagwörter	Teacher Burnout; Foreign Countries; Classroom Environment; Teacher Motivation; Student Behavior; Sense of Community; Negative Attitudes; Longitudinal Studies; Fatigue (Biology); Measures (Individuals); Personal Autonomy; Middle School Teachers; Middle School Students; Elementary School Teachers; Secondary School Teachers; Peer Relationship; Teacher Administrator Relationship; Behavior Problems; Israel; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Ausland; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Negative Fixierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fatigue; Ermüdung; Messdaten; Individuelle Autonomie; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrende; Student; Students; Schüler; Schülerin; Elementary school; Grundschule; Volksschule; Peer-Beziehungen
Abstract	Two longitudinal studies conducted in Israel examined antecedents and outcomes of teacher depersonalization, a relatively understudied dimension of teacher burnout. Study 1 explored the outcomes of depersonalization. We predicted that depersonalization would predict classroom disruption, and that an aspect of intrinsic orientation for teaching, teacher enthusiasm, would mediate this relation. Study 2 explored the antecedents of depersonalization. We predicted that another aspect of intrinsic orientation for teaching, teacher autonomous motivation, would moderate the relation between organizational (principal and peer) support and teacher depersonalization. In Study 1, multilevel analysis of data from 73 middle school teacher-class pairs (1,792 students) showed that teacher depersonalization at the beginning of the year (Time 1) predicted end-of-year (Time 2) student and teacher reports of disruptive student classroom behaviors via teacher enthusiasm for teaching. In Study 2, 333 teachers reported on depersonalization at Time 1 and Time 2, on perceptions of principal support and sense of community at Time 1, and on autonomous motivation for teaching at Time 2. The predicted associations between organizational variables and Time 2 depersonalization were moderated by autonomous motivation for teaching; only to the extent that teachers' autonomous motivation was high did principal support and sense of community protect against depersonalization. Results highlight the importance of studying depersonalization as a distinct and maladaptive interpersonal phenomenon. They also suggest the important role of intrinsic orientation for teaching in preventing teacher depersonalization. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01