ABSTRACT

In the present study, the role of interpersonal coping strategies was examined in relation to teachers’ characteristics and burnout factors. Two hundred sixty-nine General and Special Education teachers completed the Teachers’ Interpersonal Competences Test and the Maslach Burnout Inventory. Differences in the use of interpersonal coping strategies were noted on teachers’ gender, teaching experience, grade level, experience and training in Special Education. Interpersonal coping strategies predicted most of teachers’ burnout factors according to regression analyses. The importance of developing strategies that enhance interpersonal relationships and reduce conflicts at schools, in order to reduce teachers’ burnout, is discussed.

摘要

在本研究中，人际应对策略的作用与教师的特点和倦怠因素有关。269 名普通和特殊教育教师完成了教师人际能力测试和 Maslach 倦怠量表。在教师的性别、教学经验、年级、经验和特殊教育培训方面，人际应对策略的使用存在差异。根据回归分析，人际应对策略预测了大部分教师的倦怠因素。讨论了制定加强人际关系和减少学校冲突的策略的重要性，以减少教师的倦怠。