Personality and contextual variables in teacher burnout

By F. Cano-García, E. M. Padilla-Muñoz, M. A. Carrasco-Ortiz. 2005

350 citations recorded by the source corpus.

Abstract Although several papers have shown the importance of personality structure in the disposition to burnout, its role remains controversial, especially in relation to contextual variables of an organizational and environmental type. In this sense, we have first considered describing and then predicting the burnout levels of 99 teachers in the province of Seville (Spain). In addition to a structured, self-applied interview, we have used the Spanish adaptation of the reduced version of NEO-PI-R (NEO-FFI) (Costa and McCrae, 1999) and the Spanish teachers’ version of the Maslach Burnout Inventory (MBI) (Ferrando and Perez, 1996). We have used Homogeneity Analysis and Multiple Linear Regression (SPSS 11). The results allow us to appreciate the important role of personality structure in combination with some of the selected contextual variables, both in the description and prediction of teacher burnout. Most results confirm what has been achieved in similar research, and they especially emphasize the role of agreeableness as a protective factor (high scores) and, at the same time, as a vulnerability factor (low scores). These results are discussed from the perspective of interaction between disposition and contextual variables.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0217ba0d0654a116586baadfbd6421ba85539a16

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In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Effects of support on stress and burnout in school principals (2016, background): “…such as role stressors, working conditions, students behaviour, the need for professional recognition or prestige, level of specialisation, teacher–student ratio, lack of resources, relationship with colleagues and social support (Cano-García, Padilla-Muñoz, and Carrasco-Ortiz 2005).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, background): “In a burnout study, Cano-Gracia et al. (2005) tried to predict the level of teacher burnout by investigating personality traits and contextual variables.”
Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout (2020, background): “Many teachers feel tired and have low job satisfaction, and thus choose to leave [59].”
Do you want me to be perfect? Two longitudinal studies on socially prescribed perfectionism, stress and burnout in the workplace (2012, background): “stress and burnout and may help predict who is at risk for developing stress and burnout in the workplace (e.g., Bakker, Van der Zee, Lewig, & Dollard, 2006; Cano-García et al., 2005).”
Self-Oriented, Other-Oriented, and Socially Prescribed Perfectionism in Employees: Relationships with Burnout and Engagement (2010, background): “Research has shown that, in addition to contextual factors such as job demands and job resources (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001 ), personality characteristics may help predict who has a higher risk of burnout and who has a lower risk (eg, Bakker, Van der Zee, Lewig, & Dollard, 2”