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When teachers experience burnout : does a multi-ethnic student population put out or spark teachers’ fire?

Ama Amitai (UGent) , Roselien Vervaet (UGent) and Mieke Van Houtte (UGent)
(2020) PEDAGOGISCHE STUDIEN. 97(2). p.125-145
Author
Organization
Abstract
This study researches the association between schools' ethnic diversity and the three dimensions of teacher burnout: emotional exhaustion, depersonalization and reduced sense of personal accomplishment. Two possible explanations, teachers’ ethnic prejudice and teachability perceptions of the students, are examined. The first hypothesis states that teachers who work in schools with a high ethnically diverse student population will perceive these students as less teachable, leading towards less positive relationships and therefore are more likely to develop a burnout. The second hypothesis is that teachers are less prejudiced towards ethnic minorities when teaching in high ethnically diverse schools, develop more positive relationships with their students, and as a consequence are less likely to develop a burnout. Through a multilevel analysis, we investigated data (2014- 2015), which was gathered from 635 secondary school teachers in 45 urban schools. The findings indicate that only teachers’ emotional exhaustion is dependent on the school context. The students’ ethnic diversity contributes to emotional exhaustion via the lower level of teachability that teachers attribute to the students in these schools. This study indicates the importance of positive teachability perceptions of students for teachers to remain engaged within their schools and to teach in a culturally responsive way.
Keywords
EMOTIONAL EXHAUSTION, RACIAL MISMATCH, SCHOOL TEACHERS, JOB STRESSORS, 3 DIMENSIONS, ATTITUDES, PERCEPTIONS, SATISFACTION, MOTIVATION, DIVERSITY, Teacher burnout, ethnic diversity, teachability, ethnic prejudice, Burn-out, leerkrachten, etnische diversiteit, onderwijsbaarheid, etnische vooroordelen

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Citation

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MLA
Amitai, Ama, et al. “When Teachers Experience Burnout : Does a Multi-Ethnic Student Population Put out or Spark Teachers’ Fire?” PEDAGOGISCHE STUDIEN, vol. 97, no. 2, 2020, pp. 125–45.
APA
Amitai, A., Vervaet, R., & Van Houtte, M. (2020). When teachers experience burnout : does a multi-ethnic student population put out or spark teachers’ fire? PEDAGOGISCHE STUDIEN, 97(2), 125–145.
Chicago author-date
Amitai, Ama, Roselien Vervaet, and Mieke Van Houtte. 2020. “When Teachers Experience Burnout : Does a Multi-Ethnic Student Population Put out or Spark Teachers’ Fire?” PEDAGOGISCHE STUDIEN 97 (2): 125–45.
Chicago author-date (all authors)
Amitai, Ama, Roselien Vervaet, and Mieke Van Houtte. 2020. “When Teachers Experience Burnout : Does a Multi-Ethnic Student Population Put out or Spark Teachers’ Fire?” PEDAGOGISCHE STUDIEN 97 (2): 125–145.
Vancouver
1.
Amitai A, Vervaet R, Van Houtte M. When teachers experience burnout : does a multi-ethnic student population put out or spark teachers’ fire? PEDAGOGISCHE STUDIEN. 2020;97(2):125–45.
IEEE
[1]
A. Amitai, R. Vervaet, and M. Van Houtte, “When teachers experience burnout : does a multi-ethnic student population put out or spark teachers’ fire?,” PEDAGOGISCHE STUDIEN, vol. 97, no. 2, pp. 125–145, 2020.
@article{8670080,
  abstract     = {{This study researches the association between schools' ethnic diversity and the three dimensions of teacher burnout: emotional exhaustion, depersonalization and reduced sense of personal accomplishment. Two possible explanations, teachers’ ethnic prejudice and teachability perceptions of the students, are examined. The first hypothesis states that teachers who work in schools with a high ethnically diverse student population will perceive these students as less teachable, leading towards less positive relationships and therefore are more likely to develop a burnout. The second hypothesis is that teachers are less prejudiced towards ethnic minorities when teaching in high ethnically diverse schools, develop more positive relationships with their students, and as a consequence are less likely to develop a burnout. Through a multilevel analysis, we investigated data (2014- 2015), which was gathered from 635 secondary school teachers in 45 urban schools. The findings indicate that only teachers’ emotional exhaustion is dependent on the school context. The students’ ethnic diversity contributes to emotional exhaustion via the lower level of teachability that teachers attribute to the students in these schools. This study indicates the importance of positive teachability perceptions of students for teachers to remain engaged within their schools and to teach in a culturally responsive way.}},
  author       = {{Amitai, Ama and Vervaet, Roselien and Van Houtte, Mieke}},
  issn         = {{0165-0645}},
  journal      = {{PEDAGOGISCHE STUDIEN}},
  keywords     = {{EMOTIONAL EXHAUSTION,RACIAL MISMATCH,SCHOOL TEACHERS,JOB STRESSORS,3 DIMENSIONS,ATTITUDES,PERCEPTIONS,SATISFACTION,MOTIVATION,DIVERSITY,Teacher burnout,ethnic diversity,teachability,ethnic prejudice,Burn-out,leerkrachten,etnische diversiteit,onderwijsbaarheid,etnische vooroordelen}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{125--145}},
  title        = {{When teachers experience burnout : does a multi-ethnic student population put out or spark teachers’ fire?}},
  url          = {{http://pedagogischestudien.nl/search?identifier=714912}},
  volume       = {{97}},
  year         = {{2020}},
}

Web of Science
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