Literaturnachweis - Detailanzeige
| Autor/in | Mohammadi, Rzgar |
|---|---|
| Titel | Investigating the Role of Academic Optimism in Classroom Management and Job Burnout of Elementary School Teachers |
| Quelle | In: Journal of Education, 203 (2023) 4, S.759-767 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Mohammadi, Rzgar) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0574 |
| DOI | 10.1177/00220574211032557 |
| Schlagwörter | Foreign Countries; Teacher Burnout; Elementary School Teachers; Psychological Patterns; Teacher Attitudes; Classroom Techniques; Behavior Modification; Educational Administration; Self Efficacy; Emotional Response; Success; Iran; Maslach Burnout Inventory Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Elementary school; Grundschule; Volksschule; Lehrende; Lehrerverhalten; Klassenführung; Behaviour modification; Verhaltensänderung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Self-efficacy; Selbstwirksamkeit; Emotionales Verhalten; Erfolg |
| Abstract | The aim of this study is to investigate the role of academic optimism in classroom management and job burnout of elementary school teachers. The method of this research is a descriptive correlational study. The statistical population in this study included all primary school teachers in Baneh who were teaching in this city during the academic year 2017-2018. The number of teachers in Baneh was 800, of whom 457 were female teachers and 343 were male teachers. According to Krejcie and Morgan table, the sample size was 260 people. The sampling technique in this study was cluster sampling. To collect data, the following questionnaires were used; Beard et al.'s academic optimism, the attitudes and beliefs of teachers regarding classroom management of Martin and Sass and Maslach Burnout. Data analysis was performed by Amos software. The results showed that the paths of scientific emphasis on behavior management, trust in education management, self-efficacy in behavior management, and education management were statistically significant. Also, the results showed that the paths of scientific emphasis on emotional exhaustion, depersonalization and personal success; confidence in emotional exhaustion, depersonalization, and personal success; and self-efficacy to emotional exhaustion, depersonalization, and personal success are statistically significant. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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