Teaching styles and burnout: A short-term longitudinal study
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/3463 |
Resumo: | The aim of this short-term longitudinal study was to investigate the associations between teaching styles and burnout. The participants, 73 teachers, were asked to answer the Teaching Styles Questionnaire and the Cuestionario de Burnout del Professorado twice, with a three-months gap; both instruments were presented in their Portuguese version. Results point to the stability of teaching styles and lowered personal accomplishment, but not of emotional exhaustion. Also, we found negative associations between authoritative teaching and burnout and positive associations between permissive teaching and burnout. Only the lowered personal accomplishment facet of burnout was significantly predicted by authoritative and permissive teaching. The implications of this study suggest the importance of preventing burnout, namely by aiding teachers in developing more efficacious teaching styles (e.g., authoritative). The authoritative style is considered as ideal, having in mind its correlation with higher levels of work accomplishment and lower levels of emotional exhaustion. |
id |
RCAP_2d9e4252c2e157e60f540e1827cae7ff |
---|---|
oai_identifier_str |
oai:repositorio.uportu.pt:11328/3463 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
|
spelling |
Teaching styles and burnout: A short-term longitudinal studyTeaching stylesBurnoutEmotional exhaustionPersonal accomplishmentThe aim of this short-term longitudinal study was to investigate the associations between teaching styles and burnout. The participants, 73 teachers, were asked to answer the Teaching Styles Questionnaire and the Cuestionario de Burnout del Professorado twice, with a three-months gap; both instruments were presented in their Portuguese version. Results point to the stability of teaching styles and lowered personal accomplishment, but not of emotional exhaustion. Also, we found negative associations between authoritative teaching and burnout and positive associations between permissive teaching and burnout. Only the lowered personal accomplishment facet of burnout was significantly predicted by authoritative and permissive teaching. The implications of this study suggest the importance of preventing burnout, namely by aiding teachers in developing more efficacious teaching styles (e.g., authoritative). The authoritative style is considered as ideal, having in mind its correlation with higher levels of work accomplishment and lower levels of emotional exhaustion.Associação Portuguesa de Psicologia2021-04-22T12:17:12Z2020-08-01T00:00:00Z2020-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/3463eng2183-247110.17575/psicologia.v34i1.1681Carvalhais, LéniaCarlos, CarolinaVagos, Paulainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T02:11:57ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Teaching styles and burnout: A short-term longitudinal study |
title |
Teaching styles and burnout: A short-term longitudinal study |
spellingShingle |
Teaching styles and burnout: A short-term longitudinal study Carvalhais, Lénia Teaching styles Burnout Emotional exhaustion Personal accomplishment |
title_short |
Teaching styles and burnout: A short-term longitudinal study |
title_full |
Teaching styles and burnout: A short-term longitudinal study |
title_fullStr |
Teaching styles and burnout: A short-term longitudinal study |
title_full_unstemmed |
Teaching styles and burnout: A short-term longitudinal study |
title_sort |
Teaching styles and burnout: A short-term longitudinal study |
author |
Carvalhais, Lénia |
author_facet |
Carvalhais, Lénia Carlos, Carolina Vagos, Paula |
author_role |
author |
author2 |
Carlos, Carolina Vagos, Paula |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Carvalhais, Lénia Carlos, Carolina Vagos, Paula |
dc.subject.por.fl_str_mv |
Teaching styles Burnout Emotional exhaustion Personal accomplishment |
topic |
Teaching styles Burnout Emotional exhaustion Personal accomplishment |
description |
The aim of this short-term longitudinal study was to investigate the associations between teaching styles and burnout. The participants, 73 teachers, were asked to answer the Teaching Styles Questionnaire and the Cuestionario de Burnout del Professorado twice, with a three-months gap; both instruments were presented in their Portuguese version. Results point to the stability of teaching styles and lowered personal accomplishment, but not of emotional exhaustion. Also, we found negative associations between authoritative teaching and burnout and positive associations between permissive teaching and burnout. Only the lowered personal accomplishment facet of burnout was significantly predicted by authoritative and permissive teaching. The implications of this study suggest the importance of preventing burnout, namely by aiding teachers in developing more efficacious teaching styles (e.g., authoritative). The authoritative style is considered as ideal, having in mind its correlation with higher levels of work accomplishment and lower levels of emotional exhaustion. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-01T00:00:00Z 2020-08 2021-04-22T12:17:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11328/3463 |
url |
http://hdl.handle.net/11328/3463 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2183-2471 10.17575/psicologia.v34i1.1681 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação Portuguesa de Psicologia |
publisher.none.fl_str_mv |
Associação Portuguesa de Psicologia |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
|
repository.mail.fl_str_mv |
|
_version_ |
1777302555419738112 |