HKIER

Abstract

This study examined the relationship of occupational stress, Type A personality, and social support with the three aspects of teacher burnout, emotional exhaustion depersonalization, and personal accomplishment. Teachers who were single, of graduate status, and with fewer years of teaching experience had a higher level of burnout. Moreover, teachers experiencing more stress, lacking in social support were more burned out. Personality type was found to exert both a main and buffering effects on burnout. Type A teachers were less burned out and less adversely affected by the harmful effects of stress. Ways to cope with stress were also suggested to help alleviate teacher burnout.

摘要

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