Constructive thinking and burnout among secondary school teachers

W. Evers, A. Brouwers, W. Tomic

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    The present study investigated the relationship between Epstein’s (1998, Constructive thinking: The key to emotional intelligence. London: Praeger publisher.) components of constructive thinking and burnout as experienced by a sample of Dutch secondary school teachers. A postal questionnaire was sent to teachers from randomly selected secondary schools. The response rate was 54.1% (N = 433). Four components of constructive thinking significantly contributed to the explained variance in emotional exhaustion (17%), depersonalization (21%), and personal accomplishment (20%). The results of the study suggest that secondary school teachers’ maladaptive thinking processes prevent them from rational thinking during their work, which significantly contributes to the onset of burnout. Burnout intervention programs for teachers are likely to be more effective when the participator’s maladaptive thinking system is taken into consideration. This stems from the idea that personality factors are a probably easier point of departure to tackle burnout symptoms than organizational factors.
    Original languageEnglish
    Pages (from-to)425-439
    Number of pages15
    JournalSocial Psychology of Education
    Volume2005
    Issue number8
    DOIs
    Publication statusPublished - Nov 2005

    Keywords

    • burnout; constructive thinking; secondary school teachers

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