Emotional social support and job burnout among high‐school teachers: is it all due to dispositional affectivity?

By Jeffrey H. Kahn, Kimberly T. Schneider, Theresa M. Jenkins‐Henkelman, L. L. Moyle. 2006

152 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/587743cb177b1bb60f76f2e43fa23fcc28e75d14

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “ Kahn et al .( 2006) claimed that varied degrees of emotional and social support may predict burnout differently.”
Top management credibility and employee cynicism: A comprehensive model (2009, background): “The management of these emotions might drain the cognitive resources of employees (Ashkanasy et al., 2002; Greenglass et al., 2003; Kahn et al., 2006).”
Presenteeism and burnout among teachers in public and private Portuguese elementary schools (2012, background): “It is a critical issue for organizations and has an important impact on productivity (Kahn, Schneider, Jenkins-Henkelman and Moyle 2006 ).”
Job tenure as a moderator of stressor–strain relations: A comparison of experienced and new-start teachers (2007, unknown): “However, the majority of teacher stress studies (eg, Kahn, Schneider, Jenkins-Henkelman, & Moyle, 2006 ; Malik, Mueller, & Meinke, 1991 ; Tang, Au, Schwarzer, & Schmitz, 2001 ) have found this not to be the case.”
Subjective well-being at work: Disentangling source effects of stress and support on enthusiasm, contentment, and meaningfulness (2014, background): “…formore variance in outcomes (i.e., job dissatisfaction, job boredom, depression, and anxiety) thanmore generalmeasures of emotional and instrumental social support did, but they also showedmore pronouncedmoderation of the stressor-strain relationship (Fenlason & Beehr, 1994; Kahn et al., 2006).”
Burnout and engagement: A comparative analysis using the Big Five personality dimensions (2009, background): “Some have reported the relationship between burnout and Type A personality (Ganster, 1986; Kirmeyer, 1988), psychological hardness (Rush et al., 1995), and positive affectivity or extraversion (Iverson et al., 1998; Kahn et al., 2006).”
Effects of support on stress and burnout in school principals (2016, background): “Similarly, in a study of teachers, Kahn et al. (2006) examined the relationship between the contents of emotional social support and job burnout among 339 high-school teachers in the US.”