Teachers in urban schools experience stress and burnout at levels that significantly impact their mental health and occupational functioning, and contribute to alarming rates of attrition. The current mixed-methods study employed a sample of 162 predominantly White and female urban teachers in the United States to examine the role of personal and contextual factors, and responses to situational challenges, in predicting burnout. Results revealed that multiple personal factors and responses to situational challenges predicted burnout. Notably, higher levels of professional and social-emotional support predicted lower levels of burnout across multiple dimensions, while internal locus of control and digestive responses to situational challenges, respectively, predicted higher levels of Personal Accomplishment and Emotional Exhaustion. Implications include further avenues of research and suggestions for supports which function as teacher resources in the mitigation of burnout and promotion of wellbeing for urban teachers.

中文翻译：

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城市教师的倦怠：支持和情境反应的预测作用

城市学校教师的压力和倦怠程度严重影响了他们的心理健康和职业功能，并导致了惊人的流失率。目前的混合方法研究使用了 162 名美国城市教师主要是白人和女性教师的样本，以检查个人和环境因素以及对情境挑战的反应在预测职业倦怠方面的作用。结果显示，多种个人因素和对情境挑战的反应可以预测职业倦怠。值得注意的是，更高水平的专业和社会情感支持预测了多个维度的较低水平的倦怠，而内部控制点和对情境挑战的消化反应分别预测了更高水平的个人成就和情绪耗竭。缓解职业倦怠和促进城市教师福祉的资源。