Burnout and Work Engagement among Teachers.

By J. Hakanen, Arnold B. Bakker, Wilmar B. Schaufeli. 2006

3,208 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/a45bbdeb81ba721628ea0277ff1875827ebb701b

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Job Burnout and Employee Engagement (2012, background): “In this respect, research indicates that psychologically engaged employees feel excited about their jobs and are more committed to their firms (Demerouti, Bakker, de Jonge, et al., 2001; Hakanen et al., 2006).”
Fostering employee well-being via a job crafting intervention (2017, background): “The health impairment process starts with high job demands that may exhaust employees' energetic resources and lead to fatigue and health problems (Hakanen et al., 2006).”
The effects of job and personal resources on hotel employees’ work engagement (2009, result): “, 2005), Finland (Bakker et al., 2007; Hakanen et al., 2006), Sweden (Hallberg et al.”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “Engaged teachers are more likely to perform better in their jobs (Bakker & Bal, 2010), be more committed to their schools (Hakanen et al., 2006; Jackson et al., 2006), and be more likely to report higher levels of job satisfaction primarily characterized by positive experiences.”
Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors (2012, methodology): “For example, Hakanen et al. (2006) found that burnout is predicted by teachers’ perceptions of job demands (overload, students’ behaviors, and physical environment) and the absence of job resources (job control, information, supervisory support, and innovative and social climate).”
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “In terms of consequences for teachers, emotionally exhausted teachers have been found to demonstrate lower levels of motivation toward teaching (Hakanen et al., 2006), greater levels of doubt regarding their ability to teach effectively (Dicke et al., 2015; Evers et al., 2002; Schwarzer & Hallum,…”
Relationships between occupational self efficacy, human resource development climate, and work engagement (2012, background): “Also, organizational climate was reported to relate positively with work engagement and its dimensions (Hakanen et al., 2006; Halbesleben, 2010).”