Job stressors, personality and burnout in primary school teachers.

By Constantinos M. Kokkinos. British Journal of Educational Psychology, 2007

947 citations recorded by the source corpus.

Subfields: General Health Professions, Occupational Therapy, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5da91ea70e4aeaa4c6cb6d34707681df55eab8a4

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In General Health Professions

In Occupational Therapy

In Social Psychology

Citations in the corpus

Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction (2010, background): “…1987) and (c) personality characteristics of the teachers, e.g. it was found that neuroticism is a common predictor of all dimensions of burnout (Kokkinos, 2007), extraversion and agreeableness predict depersonalization and openness and extraversion predict personal accomplishment (Zellars et…”
Teachers—The Vital Resource (2013, background): “Individuals within the teaching profession continue to be vulnerable to high levels of occupational stress (e.g., Chang, 2009; Hakanen et al., 2006; Kokkinos, 2007; Maslach, 1999; Pillay et al., 2005), which creates increased emotional demands leading to exhaustion, decreased job satisfaction, menta”
Effects of Teacher Personalities on Emotional Exhaustion: Mediating Role of Emotional Labor (2013, background): “On the other hand, there are several studies indicating the effects of personality on emotional exhaustion (CanoGarcia et al., 2005; Judge et al., 2009; Kiffin-Peteson et al., 2010; Kokkinos, 2007; Lopez et al., 2010).”
Clergy Burnout: A Comparison Study with Other Helping Professions (2017, neutral): “MBI-ES (Greek), Greece (Kokkinos, 2007) Kokkinos (2007) MBI-ES (Greek) Greece M=33.8 (10.3) 21% 22.”
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, background): “Support for H1 in the current study confirms previous literature by demonstrating that teacher perceptions of student misbehaviour is directly and positively associated with emotional exhaustion (Brouwers & Tomic, 2000; Friedman, 1995; Kokkinos, 2007).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, positive): “1997; Kokkinos 2007; Smith and Bourke 1992).”
Understanding Burnout in Child and Youth Care Workers (2010, background): “Emotional exhaustion was also predicted by neuroticism and support from a significant other which have both been identified as burnout correlates in other studies (Ghorpade et al. 2007; Kokkinos 2007; Zeng and Shi 2007).”
EI training and pre-service teacher wellbeing (2014, background): “Teaching can certainly be described as a job of high ‘emotional labour’ (Brennan, 2006; Hargreaves, 1998) with elevated levels of occupational stress (e.g., Chang, 2009; Kokkinos, 2007), often resulting in job dissatisfaction, mental health problems, and leaving the profession (Chan, 2006).”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, background): “Research concerning the relationship between teachers’ stress responses and actual teaching behaviour is scarce, as most studies focus on perceived performance (e.g. Betoret, 2009; Kokkinos, 2007).”
Towards a model of teacher well-being: personal and job resources involved in teacher burnout and engagement (2016, background): “Some of the factors associated with teacher burnout are: students’ challenging behaviour (Chang, 2009a; Kokkinos, 2007; Van Der Doef & Maes, 2002), work overload and lack of time (Kokkinos, 2007; Prieto & Bermejo, 2006; Van Der Doef & Maes, 2002), and role conflict and ambiguity (Papastylianou,…”