Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the Demand–Support–Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment.Purpose: This longitudinal study investigates whether changes in social support from colleagues, supervisors and/or the broader community affect levels of principal stress and burnout.Sample: Approximately 26% of Australia’s school principals took part (N = 3572): primary (n = 2660) and secondary (n = 912) spread across all Australian states and territories. Age ranged between 46 and 55 years, and mean leadership experience was 12 years.Design and methods: Since stress and burnout are psychological phenomena that develop over time, a longitudinal approach was adopted. Data were collected across four waves, spread over four years, from 2011 to 2014.Results: It was found that social suppo...

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Effects of support on stress and burnout in school principals

Hellison’s Teaching Personal and Social Responsibility (TPSR) model was developed in the United States but has been applied in many different countries. However, its application in East Asian cultural contexts has not been sufficiently examined. The current study describes and interprets the cultural translation of this value-based instructional model in the physical education program of a South Korean middle school. A multiple case study design was used to examine the relevance and impact of TPSR through the experiences and perceptions of six purposefully selected students who had been identified as at risk of school failure. Multiple data sources indicate that a 20-lesson TPSR unit was well-received by the students and contributed to numerous positive behavior changes. The core goals and life skills associated with TPSR appeared relevant and acceptable to case study participants, however, the concept of self-direction emerged as more challenging for them to understand and enact. This may relate to differences in cultural schemas and educational norms. Such issues, as well as implications for research and practice, are discussed. The current study expands the TPSR literature by being one of the first to examine and make a case for the implementation of TPSR in an East Asian country.

http://agora-revista.blogs.uva.es/files/2012/10/agora_14_2b_jung_et_al.pdf

Application of Hellison's responsibility model in South Korea: a multiple case study of "at-risk" middle school students in Physical Education

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

This study aimed at investigating which source of social support (supervisors, colleagues, friends, spouse, or family) would be most effective in reducing burnout among special education teachers. A sample of 300 special education teachers (50 males and 250 females) completed Burnout and Sources of Social Support questionnaires. Pearson correlation coefficients and ANOVA procedures were utilized to analyze the data. Results revealed significant positive correlations between family support, colleagues support, and personal accomplishment. Demographic variables sex, age, marital status, and teaching experience were not significantly related to any of the three burnout dimensions. Results were interpreted and implications for special education teachers were suggested. The United Arab Emirates (UAE) is comprised of seven emirates. It is situated on the Arabian Gulf, east of Saudi Arabia and north of Oman. The economy is driven by oil and gas and recently tourism. There is a large expatriate population in the country. In 1951, the Trucial States Council was formed, bringing all the leaders of the various groups throughout the region together. In 1971 the formal joining of the seven emirates (Abu Dhabi, Dubai, Sharjah, Ras Al-Kahaimah, Umm Al Qaiwain, and Ajman) was completed in Dubai. There are no political parties or elections since the country is ruled by appointed families established with the formation of the UAE. The Education System in United Arab Emirates The United Arab Emirates Ministry of Education and Youth is responsible for both the public and the private education systems that operate within the country's seven emirates. For the public school system, the Ministry of Education and Youth assumes a broad set of roles, similar to Ministries of Education in other countries. It builds new buildings, hires staff, determines the standards of education, and provides curricular materials and support. The Ministry also coordinates a variety of educationally relevant activities and ensures that adequate programs are operating. On the other hand, the roles of the Ministry of Education and Youth with the private education system are mainly concerned with licensure and supervision. The Ministry ensures that the basic requirements for the physical components of schools are met and that the private schools provide sound educational programs (Bradshaw, Tennant, & Lydiatt, 2004).

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An Investigation of Social Support and Burnout among Special Education Teachers in the United Arab Emirates.

Research knowledge about the role of teachers’ personality in shaping their mood is still limited. The present study explores the associations between teachers’ five broad personality traits (known...

Teachers’ Big Five personality traits, emotion regulation patterns, and moods: mediation and prototype analyses

The purposes of this study are as follows: (1) to determine whether burnout among elementary school teachers in Korea differs on selected demographic variables, (2) to investigate the relationship between burnout and negative mood regulation expectancies, as an internal variable, and social support, as an external variable, and (3) to examine the relative effects of these two variables on burnout. As regards burnout differences according to grades under their charge, upper-grade teachers reported experiencing a greater degree of burnout than lower-grade teachers. In particular, a significant difference was found in depersonalization. With respect to the relationships among burnout, social support, and negative mood regulation expectancies, perceived social support in general was associated with a lowered degree of burnout, while negative mood regulation expectancies correlated negatively with burnout. Furthermore, negative mood regulation expectancies, as an internal variable, affected burnout more than social support, as an external variable. This finding suggests that burnout can be alleviated by controlling negative mood regulation expectancies, and therefore, intervention efforts, such as counseling, continuing education, or training programs designed to enhance teachers’ negative mood regulation expectancies, could benefit teachers in reducing their burnout.

Relationships among burnout, social support, and negative mood regulation expectancies of elementary school teachers in Korea

This paper examines the relationship between altruism and positive illusion, as formulated by Taylor and Brown (1988). It was predicted that, compared to the non-exemplary, general population, exemplary altruists would exhibit a higher level of positive illusion, which, in turn, suggests a higher level of mental health. Forty exemplary altruists and forty non-exemplary altruists were assessed in terms of positive illusion and compared with each other using Hotelling T2followed by univariatet-test. The results supported the prediction that exemplary altruists showed higher scores in terms of positive illusion than that of the non-exemplary general population. The implications of the results are discussed.

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Jee Y. Lee

Papers

Relationships among burnout, social support, and negative mood regulation expectancies of elementary school teachers in Korea

Positive Illusion of Exemplary Altruists