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Reducing teacher burnout: A socio-contextual approach
ARTICLE

, School of Applied Educational Science and Teacher education, Finland ; , University of Helsinki Centre for Research and Development of Higher Education, Finland ; , School of Education, Finland ; , Helsinki Collegium for Advanced Studies, Finland

TATE Volume 35, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The aim of this study was to examine the interrelation between teachers' proactive strategies and perceived teacher–working environment fit that would be mediated by the socio-contextual burnout experience. Altogether 2310 Finnish teachers completed the study's survey. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Both the learning and use of the strategies is highly embedded in a school's social interactions.

Citation

Pietarinen, J., Pyhältö, K., Soini, T. & Salmela-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education: An International Journal of Research and Studies, 35(1), 62-72. Elsevier Ltd. Retrieved February 24, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.05.003

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