The job demands-resources (JD-R) model proposes that working conditions can be categorized into 2 broad categories, job demands and job resources. that are differentially related to specific outcomes. A series of LISREL analyses using self-reports as well as observer ratings of the working conditions provided strong evidence for the JD-R model: Job demands are primarily related to the exhaustion component of burnout, whereas (lack of) job resources are primarily related to disengagement. Highly similar patterns were observed in each of 3 occupational groups: human services, industry, and transport (total N = 374). In addition, results confirmed the 2-factor structure (exhaustion and disengagement) of a new burnout instrument--the Oldenburg Burnout Inventory--and suggested that this structure is essentially invariant across occupational groups.

The job demands-resources model of burnout

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

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Teacher Quality and Student Achievement: A Review of State Policy Evidence

This meta-analysis examined how demand and resource correlates and behavioral and attitudinal correlates were related to each of the 3 dimensions of job burnout. Both the demand and resource correlates were more strongly related to emotional exhaustion than to either depersonalization or personal accomplishment. Consistent with the conservation of resources theory of stress, emotional exhaustion was more strongly related to the demand correlates than to the resource correlates, suggesting that workers might have been sensitive to the possibility of resource loss. The 3 burnout dimensions were differentially related to turnover intentions, organizational commitment, and control coping. Implications for research and the amelioration of burnout are discussed.

A meta-analytic examination of the correlates of the three dimensions of job burnout.

The topic of emotions in the workplace is beginning to garner closer attention by researchers and theorists. The study of emotional labor addresses the stress of managing emotions when the work role demands that certain expressions be shown to customers. However, there has been no overarching framework to guide this work, and the previous studies have often disagreed on the definition and operationalization of emotional labor. The purposes of this article are as follows: to review and compare previous perspectives of emotional labor, to provide a definition of emotional labor that integrates these perspectives, to discuss emotion regulation as a guiding theory for understanding the mechanisms of emotional labor, and to present a model of emotional labor that includes individual differences (such as emotional intelligence) and organizational factors (such as supervisor support).

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Emotion regulation in the workplace: a new way to conceptualize emotional labor.

Burnout is a unique type of stress syndrome, characterized by emotional exhaustion, depersonalization, and diminished personal accomplishment. Although burnout has been shown to be potentially very costly in the helping professions, such as nursing, education, and social work, little work has been done thus far to establish its generalizability to industry. This article reviews the literature on burnout and provides a conceptual framework designed to improve the understanding of burnout. Propositions are presented that are aimed at clarifying the dynamics of burnout, including determinants of and interrelationships among the three burnout components.

A Review and an Integration of Research on Job Burnout

Les auteurs decrivent les antecedents et les consequences du phenomene de «burnout» (Freudenberger, 1974) apparaissant dans certaines professions et constitue des trois composantes d'epuisement emotionnel de depersonnallisation et de sentiments d'echec personnel

Toward an understanding of the burnout phenomenon.

The Maslach Burnout Inventory (MBI) was designed to assess the frequency and intensity of perceived burnout among persons in the helping professions in general. This study examined the reliability ...

A cross validation study of the Maslach Burnout Inventory.

This study of 469 classroom teachers examined the relationship of role conflict and role ambiguity to teacher burnout. Three aspects of burnout were examined: feelings of emotional exhaustion, depe...

Perceived Role Conflict, Role Ambiguity, and Teacher Burnout

Several research studies have examined the problem of educator burnout. None, however, have attempted to develop and test a comprehensive model of both the sources and consequences of burnout. This study offers a model and tests it with a population of 339 randomly sel ected elementary and secondary teachers. Sources of burnout were found to include a combination of the individual's unmet expectations and jobconditions of low participation in decision making, high levels of roleconflict, a lack of freedom and autonomy, absence of social support networks, and, inconsistent reward and punishment structures. Burnout consequences included intention to leave teaching, absenteeism, lessened effort, and lower quality of personal life.

Richard L. Schwab

Papers

Toward an understanding of the burnout phenomenon.

A cross validation study of the Maslach Burnout Inventory.

Perceived Role Conflict, Role Ambiguity, and Teacher Burnout

Educator burnout: Sources and consequences.

Who Are Our Burned Out Teachers