A test of a causal model of communication and burnout in the teaching profession
- 1 January 1992
- journal article
- research article
- Published by Informa UK Limited in Communication Education
- Vol. 41 (1), 40-53
- https://doi.org/10.1080/03634529209378869
Abstract
The purpose of this investigation was to develop and test a causal model of the relationships among burnout, communication, and organizational stressors, and outcomes in the educational setting. Past studies of burnout have shown that the variables of overload, role conflict, and role ambiguity are associated with burnout, job satisfaction, and occupational commitment. Variables related to communication within schools mediate the burnout process, e.g., support from the principal and participation in decision making. The causal model developed in this paper indicates that teachers’ workload and support from their principal influenced role conflict and role ambiguity. These role stressors, in turn, influenced perceptions of burnout, job satisfaction, and occupational commitment.Keywords
This publication has 22 references indexed in Scilit:
- An Integrated Model of Communication, Stress, and Burnout in the WorkplaceCommunication Research, 1990
- Stress Reduction for Hospice WorkersThe Hospice Journal, 1987
- TOWARD AN UNDERSTANDING OF THE BURNOUT PHENOMENONJournal of Applied Psychology, 1986
- Organizational Analysis of StressWork and Occupations, 1986
- Perceived Role Conflict, Role Ambiguity, and Teacher BurnoutEducational Administration Quarterly, 1982
- Validating Measures of Teacher StressAmerican Educational Research Journal, 1982
- Teacher Stress: A Descriptive Study of the ConcernsNASSP Bulletin, 1981
- Role Conflict and Role Ambiguity: Integration of the Literature and Directions for Future ResearchHuman Relations, 1981
- Definition and conceptualization of stress in organizationsOrganizational Behavior and Human Performance, 1980
- Stress and Teaching1NASSP Bulletin, 1980