Factor structure and psychometric properties of the Maslach Burnout Inventory‐Educators Survey among elementary and secondary school teachers in Cyprus

By Constantinos M. Kokkinos. 2006

171 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2973f180963406deb9eae40ef9b94f3dc77fa92e

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Psychologically controlling teaching: Examining outcomes, antecedents, and mediators (2012, methodology): “Participants completed the subscales for Emotional Exhaustion and Depersonalization of the widely used and validated Maslach Burnout Inventory–Educators Survey (MBI–ES; Kokkinos, 2006; Maslach & Jackson, 1986).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, methodology): “Participants completed a Dutch version (Soenens et al., 2012) of the Maslach Burnout InventoryeEducators Survey (MBI-ES; Kokkinos, 2006; Maslach & Jackson, 1986), a validated questionnaire on burnout in teachers.”
Job stressors, personality and burnout in primary school teachers. (2007, methodology): “Burnout The Greek translation of the Maslach Burnout Inventory Educators’ Survey (MBI-ES; Kokkinos, 2006; Maslach et al., 1996) was used to assess teachers’ burnout.”
A meta-analytic reliability generalization study of the Maslach Burnout Inventory (2011, background): “Nº 2 345AGUAYO et al. Reliability generalization of MBI ted to different languages (Kokkinos, 2006), including Spanish (Seisdedos, 1997).”
Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction (2010, methodology): “The Greek version of MBI (form Ed; Maslach et al., 1996) translated and adjusted by Kokkinos (2000) was used to assess the three dimensions of teachers’ burnout syndrome: emotional exhaustion (9 items, e.g. ‘I feel emotionally drained from my work’), depersonalization (5 items, e.g. ‘I feel I treat…”
Burnout, Job Satisfaction and Instructional Assignment‐related Sources of Stress in Greek Special Education Teachers (2008, methodology): “…and their consequences include environmental and contextual elements (Byrne, 1998; Borg & Riding, 1991a; Maslach, Jackson, & Leiter, 1996), as well as demographic (Borg & Riding, 1991b; Chaplain, 1995) and personality characteristics of the teachers (Kokkinos, 2006; Mearns & Cain, 2003).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, methodology): “Further, participants completed two subscales of the Dutch version (Soenens et al., 2012) of the Maslach Burnout Inventory—Educators Survey (MBI-ES; Kokkinos, 2006; Maslach & Jackson, 1986), a validated questionnaire on burnout in teachers.”
Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports (2012, background): “Teacher Burnout has been defined by three linked components: emotional exhaustion, depersonalization, and diminished feelings of personal accomplishment (Kokkinos, 2006; Maslach et al., 2001; Maslach, Jackson, & Leiter, 1996).”