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Trust in the school principal: a pathway to inhibit teacher burnout in elementary education?

Dimitri Van Maele and Mieke Van Houtte UGent (2014) Annual Conference of the American Educational Research Association, Abstracts.
abstract
This paper considers trust as an important relational source in schools by exploring whether trust lowers teacher burnout. We examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. We further analyze whether school-level trust additionally influences burnout. In doing this, we account for other teacher and school characteristics. We use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. The results indicate that trust can act as a buffer against teacher burnout. Teachers’ trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers’ emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. We conclude that principals can fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable.
Please use this url to cite or link to this publication:
author
organization
alternative title
Trust and Burnout
year
type
conference
publication status
published
subject
keyword
Burnout, Trust, Teacher, Elementary Education, Principal
in
Annual Conference of the American Educational Research Association, Abstracts
conference name
Annual Conference of the American Educational Research Association
conference location
Philadelphia, USA
conference start
2014-04-03
conference end
2014-04-08
language
English
UGent publication?
yes
classification
C3
id
4384931
handle
http://hdl.handle.net/1854/LU-4384931
date created
2014-05-16 11:13:38
date last changed
2016-12-19 15:37:33
@inproceedings{4384931,
  abstract     = {This paper considers trust as an important relational source in schools by exploring whether trust lowers teacher burnout. We examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. We further analyze whether school-level trust additionally influences burnout. In doing this, we account for other teacher and school characteristics. We use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. The results indicate that trust can act as a buffer against teacher burnout. Teachers{\textquoteright} trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers{\textquoteright} emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. We conclude that principals can fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable.},
  author       = {Van Maele, Dimitri and Van Houtte, Mieke},
  booktitle    = {Annual Conference of the American Educational Research Association, Abstracts},
  keyword      = {Burnout,Trust,Teacher,Elementary Education,Principal},
  language     = {eng},
  location     = {Philadelphia, USA},
  title        = {Trust in the school principal: a pathway to inhibit teacher burnout in elementary education?},
  year         = {2014},
}

Chicago
Van Maele, Dimitri, and Mieke Van Houtte. 2014. “Trust in the School Principal: a Pathway to Inhibit Teacher Burnout in Elementary Education?” In Annual Conference of the American Educational Research Association, Abstracts.
APA
Van Maele, Dimitri, & Van Houtte, M. (2014). Trust in the school principal: a pathway to inhibit teacher burnout in elementary education? Annual Conference of the American Educational Research Association, Abstracts. Presented at the Annual Conference of the American Educational Research Association.
Vancouver
1.
Van Maele D, Van Houtte M. Trust in the school principal: a pathway to inhibit teacher burnout in elementary education? Annual Conference of the American Educational Research Association, Abstracts. 2014.
MLA
Van Maele, Dimitri, and Mieke Van Houtte. “Trust in the School Principal: a Pathway to Inhibit Teacher Burnout in Elementary Education?” Annual Conference of the American Educational Research Association, Abstracts. 2014. Print.