Burnout in School Principals: Role Related Antecedents

By I. Friedman. 2002

162 citations recorded by the source corpus.

Subfields: Leadership and Management, Organizational Behavior and Human Resource Management, Safety Research

View Paper: https://www.semanticscholar.org/paper/88785e2eaaac330f053939bff79fdfa564586db6

How researchers see this paper

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

In Leadership and Management

1. P. Riley
2. I. Berkovich
3. O. Eyal
4. R. Federici
5. S. Mendes
6. A. Maxwell
7. Einar M. Skaalvik
8. S. Luthar

In Organizational Behavior and Human Resource Management

1. Claude Fernet
2. Stéphanie Austin
3. Einar M. Skaalvik
4. R. Federici
5. G. Devos
6. P. Riley
7. I. Berkovich
8. O. Eyal

In Safety Research

1. P. Riley
2. I. Berkovich
3. O. Eyal
4. S. Mendes
5. R. Federici
6. A. Maxwell
7. Einar M. Skaalvik
8. S. Luthar

Citations in the corpus

• The effects of work motivation on employee exhaustion and commitment: An extension of the JD-R model (2012, background): “Several job resources, such as job control, job recognition and quality of relationships at work, feature prominently in the literature on occupational commitment and well-being in school principals (e.g. Friedman, 2002; Sarros & Friesen, 1987).”
• Exploring the link between distributed leadership and job satisfaction of school leaders (2009, background): “For example, by distributing leadership functions to other people in the school, the workload of school leaders, which is assumed to be a main source of stress (Torelli and Gmelch 1992), burnout (Friedman 2002) and dissatisfaction (Mercer 1997a), is expected to decrease.”
• Emotional demands, emotional labour and occupational outcomes in school principals (2017, background): “Likewise, Friedman (2002) reported that interactions with staff and parents affected burnout levels more than role overload, while Poirel et al. (2012) found that interpersonal stress sources were second only to administrative constraints.”
• Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy (2003, methodology): “Following Cherniss’s (1993) classification of professional self-efficacy, Friedman (2002) argued that environmental or role stressors can be classified as task, organization, and relation stressors, with each pertaining to a different proportion of the variation in the professional’s perceived bur”
• Effects of support on stress and burnout in school principals (2016, background): “According to the framework, a lack of support and resources in a demanding work setting leads to stress (Friedman 2002).”
• Personality and contextual variables in teacher burnout (2005, background): “Since the pioneer papers about burnout (Freudenberger, 1974; Maslach & Jackson, 1981) up to now, research into this subject has gotten stronger.”
• Explaining the Links between Workload, Distress, and Work-Family Conflict among School Employees: Physical, Cognitive, and Emotional Fatigue. (2015, background): “Whereas much has been written in the last two decades on job burnout and emotional exhaustion in teachers or other school employees (e.g., Burke & Greenglass, 1995; Chan & Hui, 1995; Friedman, 2002; Jackson, Schwab, & Schuler, 1986; Kinman, Wray, & Strange, 2011; Näring, Briet, & Brouwers, 2006; Phi”
• Trauma-informed schools: Supporting educators as they support the children (2020, background): “…to the former, a school principal’s job has been described as carrying “overwhelming responsibilities, information perplexities, and emotional anxiety” (Friedman, 2002, p. 229), with leaders’ burnout exacerbated as they feel challenged or rejected by parents as well as teachers (Cranston, 2002).”
• Educational Leaders and Emotions (2015, background): “Similar findings emerged in articles described above for Israel (Friedman, 2002) and for Cyprus (Kokkinos, 2007).”
• Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit (2012, background): “A study by Friedman (2002) indicates that difficulties with teachers and demanding parents may be among the main stressors that contribute to principal burnout (Friedman 2002).”