Teacher Burnout: A psychodynamic existential perspective

By A. Pines. 2002

187 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4ac44d3fa070e20d28b6f2e34876a0be20acae1d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

Citations in the corpus

An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “Cross-cultural studies in the current literature examined teacher burnout by institutional factors on a national level (Maslach et al. 2001; Pines 2002; Schwarzer et al. 2000).”
Feelings of Existential Fulfilment and Burnout Among Secondary School Teachers (2009, background): “Along with many existentially inclined researchers, Pines (1993, 1996, 2000, 2002a, 2002b), postulates a need and search for existential meaning.”
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, result): “This finding is consistent with literature on teacher burnout, which indicates the most significant contributing factor to teacher burnout is disruptive student behavior (Blasé 1982; Evers et al. 2004; Gold 1985; Pines 2002).”
Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave (2012, result): “While other studies found support for the association between these in-class variables (e.g., Goddard & Goddard, 2006; Henson, 2003; Martin & Sass, 2010; Pines, 2002), the current models depict their relevance to each other and are useful in predicting turnover.”
Burnout: A Review of Theory and Measurement (2022, background): “This approach is characterized by giving a central role to individual variables such as self-efficacy, self-confidence and self-concept in the development and evolution of burnout [34,35].”
The Relation of Elementary Teachers' Experience, Stress, and Coping Resources to Burnout Symptoms (2009, background): “Pines (2002) suggested that burnout occurs in teachers when they no longer find significance in their work, and LeCompte and Dworkin (1991) noted powerlessness in defining professional roles as a contributor to burnout.”
Emotional regulation goals and strategies of teachers (2004, unknown): “Wilhelm, Dewhurst-Savellis, & Parker, 2000; Brenninkmeijer, Vanyperen, & Buunk, 2001; Moriarty, Edmonds, Blatchford, & Martin, 2001; Kyriacou, 2001; Brown, Ralph, & Brember, 2002; Pines, 2002 ).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Research from this perspective has shown that chronically high levels of stress do not necessarily lead to burnout when the work is still believed to be important (Pines 2002; Pines and Keinan 2005).”
Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. (2007, unknown): “Research focusing on teachers’ exhaustion has demonstrated a strong negative correlation between teachers’ exhaustion and their sense of significance (Pines, 2002) and self-actualization in teaching (Malanowski & Wood, 1984).”