The study aims to explore the impact of Professional Self, Pupils, and Co-workers representation on the dimensions of burnout in 106 teachers serving in junior and secondary high schools of Catania. MBI and Semantic Differentials referred to Professional Self, Pupils, and Co-workers were used. Results showed that teachers with a more positive representation of Professional Self presented low levels of emotional exhaustion and high levels of personal accomplishment; teachers with a more positive representation of Pupils and Co-workers expressed low levels, respectively, in emotional exhaustion and depersonalization. In addition, the representation of Professional Self affected on personal realization and that of Pupils on emotional exhaustion.
|Titolo:||Professional Self representation and risk of burnout in school teachers|
|Data di pubblicazione:||2012|
|Citazione:||Professional Self representation and risk of burnout in school teachers / De Caroli M; Sagone E.. - In: PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES. - ISSN 1877-0428. - 46(2012), pp. 5509-5515.|
|Appare nelle tipologie:||1.1 Articolo in rivista|