Teachers' workplace well-being : exploring a process model of goal orientation, coping behavior, engagement, and burnout

Philip D. Parker; Andrew J. Martin; Susan Colmar; Gregory A. Liem

doi:10.1016/j.tate.2012.01.001

Teachers' workplace well-being : exploring a process model of goal orientation, coping behavior, engagement, and burnout

Philip D. Parker, Andrew J. Martin, Susan Colmar, Gregory A. Liem

Research output: Contribution to journal › Article › peer-review

183 Citations (Scopus)

Abstract

The current research integrated components of the transactional model of stress and coping with self-worth and goal theories to examine a model where (a) teachers' goal orientation (as indicated by mastery and failure avoidance) was hypothesized to predict their teaching coping strategies (as indicated by problem- and emotion-focused coping) and (b) teaching coping was hypothesized to predict occupational well-being (as indicated by engagement and burnout). A longitudinal sample of 430 teachers took part in the research. With the structural equation model suggesting an acceptable fit to the data, findings generally supported hypotheses. Implications for theory and practice are discussed.

Original language	English
Pages (from-to)	503-513
Number of pages	11
Journal	Teaching and Teacher Education
Volume	28
Issue number	4
DOIs	https://doi.org/10.1016/j.tate.2012.01.001
Publication status	Published - 2012

Keywords

burn out (psychology)
job stress
teachers
well, being

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10.1016/j.tate.2012.01.001

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KW - well, being

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Teachers' workplace well-being : exploring a process model of goal orientation, coping behavior, engagement, and burnout

Abstract

Keywords

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