School climate factors relating to teacher burnout: A mediator model

By Jessica L. Grayson, H. K. Alvarez. 2008

731 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d4155953ea59600a453cfba83d03a5d76c9c570c

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, background): “Grayson and Alvarez (2008), for instance, tried to explore the role of various contextual factors, such as parents or community relations, administration and student behavioural values, in teacher burnout.”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “They also more often feel inefficacious about their teaching tasks and insufficient in providing relevant support to their students, compared to less stressed teachers (Burke et al., 1996; Chang, 2009; Grayson & Alvarez, 2008; Hoglund et al., 2015).”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “Work-related exhaustion in teachers may be detrimental to their performance in their job (Grayson and Alvarez 2008), and teachers with burnout symptoms may also have reduced”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Moreover, there is evidence that teachers who are able to create and sustain positive relationships with students are more likely to stay motivated, enjoy their workplace and commit to the profession (Grayson & Alvarez, 2008; Jo, 2014).”
Who Will Stay and Who Will Leave? Predicting Secondary English Teacher Attrition Risk (2010, background): “Teacher apathy is a difficult and complex phenomenon to address because it is often related to other variables and it “consists of separate dimensions that each differentially relate to specific aspects of school climate” (Grayson & Alvarez, 2008, p. 1358).”
Systematic Review of Key Leader Practices Found to Influence Student Achievement (2016, background): “Before most people can function at their best, some other affective conditions must be met (Grayson & Alvarz, 2008; Singh & Billingsley, 1998).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, neutral): “School climate is another influential factor on teacher emotions (Berg & Cornell, 2016; Collie, Shapka, & Perry, 2012; Darby et al., 2011; Devos, Dupriez, & Paquay, 2012; Grayson & Alvarez, 2008; Hassard, Teoh, & Cox, 2017).”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “…of school climate to be directly related to their job satisfaction (Ma and MacMillan 1999; Taylor and Tashakkori 1995), burnout and retention rates (Grayson and Alvarez 2008; Ingersoll 2001; Loeb et al. 2005; McLeskey and Billingsley 2008), perceptions of work conditions (Liu and Meyer 2005) and…”
Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports (2012, background): “Conversely, positive school climates have been shown to support teachers’ emotional well-being and sense of competence and in turn improve student outcomes (Grayson & Alvarez, 2008; Jennings & Greenberg, 2009).”