Engagement and emotional exhaustion in teachers: Does the school context make a difference?

By U. Klusmann, M. Kunter, Ulrich Trautwein, O. Lüdtke, J. Baumert. 2008

259 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a1816e0965f56ddc272447fe4bdd5774b2a6d847

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Citations in the corpus

A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers (2011, methodology): “In the current study, we included three job resources identified as important motivators that increase engagement in teachers: (1) social support from the supervisor (Hakanen et al, 2006 ; Klusmann, Kunter, Trautwein, Ludtke, & Baumert, 2008 ), (2) social support from colleagues (Kelchtermans & St”
Emotion work and emotional exhaustion in teachers: the job and individual perspective (2012, background): “They are also in line with findings from a multi-level analysis of 1939 teachers within 198 schools that showed that disciplinary problems at the school level were predictive of between school variability in emotional exhaustion (Klusmann et al. 2008).”
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “This lack of resources impedes teachers in creating a stimulating learning environment and, consequently, students' school satisfaction, engagement, and achievement diminish (Arens & Morin, 2016; Klusmann et al., 2008b; Klusmann et al., 2016; Shen et al., 2015).”
Workplace spirituality, mindfulness meditation, and work engagement (2017, background): “…and Collier 2013); organizational commitment, job satisfaction, intention to quit, and OCB (Matta et al., 2015; Saks 2006); emotional exhaustion (Klusmann et al. 2008); actual turnover (Lange et al. 2008); turnover intention and employee deviant behaviors (Shantz, Alfes, and Latham 2016);…”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, unknown): “Indeed, given the centrality of well-being and motivation in teachers’ experiences at work (e.g., Klusmann et al., 2008), it is also important to understand their roles in predicting job satisfaction and organizational commitment—including their potentially mediating roles in linking need…”
Reducing reality shock: The effects of classroom management skills training on beginning teachers (2015, background): “Following Klusmann et al. (2008), however, a high-quality teacher should not only have a high skill set in instructional techniques, but also should be able to cope with various demands in the classroom and to maintain health.”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “Students may rather attribute their lower levels of achievement to the exposure to less stimulating lessons and inadequate instruction provided by emotionally exhausted teachers (Chang, 2009; Klusmann et al., 2008b).”