Social Support and Teacher Burnout
Journal of Educational Administration
Article publication date: 1 January 1992
This study of 491 government secondary school teachers in Victoria, Australia, explores the relationship between sources and types of social support and teacher burnout. Examines both a conceptual model of social support and a social support instrument based on House′s typology developed for the purpose of the study. The major finding that principal support is a significant predictor of burnout is consistent with established research. However, the result that certain types of social support contribute to burnout presents a unique dimension on the social support‐burnout relationship. Also examines the support provided to others by teachers themselves and its impact on burnout. Explains the implications of the findings for theory and practice.
Sarros, J.C. and Sarros, A.M. (1992), "Social Support and Teacher Burnout", Journal of Educational Administration, Vol. 30 No. 1. https://doi.org/10.1108/09578239210008826
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