ABSTRACT

The present study examined the relationship between workgroup emotional climate in schools, teachers’ burnout and coping style. Data were collected from 278 teachers in 19 state elementary schools in Israel. Confirming the hypotheses, there was a positive relationship at the individual level between an other-focused negative workgroup emotional climate and burnout, and a positive cross-level relationship between an ego-focused negative workgroup emotional climate and burnout. In schools with a high ego-focused negative workgroup emotional climate, teachers’ active coping style impacted less on their burnout than in schools with a low ego-focused negative workgroup emotional climate.

摘要

本研究考察了学校工作组情绪氛围、教师倦怠和应对方式之间的关系。数据来自以色列 19 所公立小学的 278 名教师。确认假设，在个人层面上，以他人为中心的消极工作组情绪氛围与倦怠之间存在正向关系，而以自我为中心的消极工作组情绪氛围与倦怠之间存在积极的跨层次关系。在以自我为中心的消极工作组情绪氛围的学校中，教师的积极应对方式对他们倦怠的影响要小于以自我为中心的消极工作组情绪氛围的学校。