Burnout, self-efficacy, and successful intelligence among Chinese prospective and in-service school teachers in Hong Kong

Educational Psychology

Volumn 27, Issue 1, 2007, Pages 33-49

  Chan, David W ^a  

^a CHINESE UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249049196     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410601061397     Document Type: Article

References (68)

1. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
2. Anderson, M. B., & Iwanicki, E. F. (1984). Teacher motivation and its relationship to burnout. Educational Administration Quarterly, 20, 109-132.
3. Beck, C. L., & Gargiulo, R. M. (1983). Burnout in teachers of retarded and nonretarded children. Journal of Educational Research, 76, 169-173.
4. Belcastro, P. A., Gold, R. S., & Hays, I. C. (1983). Maslach Burnout Inventory: Factor structures for samples of teachers. Psychological Reports, 53, 364-366.
5. Belcastro, P. A., & Hays, I. C. (1984). Ergophilia... ergophobia... ergo... burnout? Professional Psychology, 15, 260-270.
6. Blasé, J. (1982). A social-psychological grounded theory of teacher stress and burnout. Educational Administration Quarterly, 18, 93-113.
7. Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J., Jr. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65, 49-67.
8. Byrne, B. M. (1991). Burnout: Investigating the impact of background variables for elementary, secondary, and university educators. Teaching arid Teacher Education, 7, 197-209.
9. Byrne, B. M. (1999). The nomological network of teacher burnout: A literature review and empirically validated model. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 15-37). Cambridge, UK: Cambridge University Press.
10. Capel, S. A. (1987). The incidence of and influences on stress and burnout in secondary school teachers. British Journal of Educational Psychology, 57, 279-288.
11. Capel, S. A. (1989). Stress and burnout in secondary school teachers: Some causal factors. In M. Cole & S. Walker (Eds.), Teaching and stress (pp. 36-48). London: Open University Press.
12. Chan, D. W. (2000). Vision, task, and hope: The Hong Kong education reform movement in the 21st century. Educational Research Journal, 15, 1-18.
13. Chan, D. W. (2003). Hardiness and its role in the stress-burnout relationship among prospective Chinese teachers in Hong Kong. Teaching and Teacher Education, 19, 381-395.
14. Chan, D. W., & Hui, E. K. P. (1995). Burnout and coping among Chinese secondary school teachers in Hong Kong. British Journal of Educational Psychology, 65, 15-25.
15. Dick, R. van, & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
16. Dunham, J. (1992). Stress in teaching (2nd ed.). London: Routledge.
17. Education Commission. (1990). Education Commission report no. 4. Hong Kong: Government Printer.
18. Education Commission. (2000). Learning for life - learning through life: Reform proposals for the education system in Hong Kong. Hong Kong: Hong Kong Special Administrative Region of the People's Republic of China.
19. Farber, B. A. (1984a). Stress and burnout in suburban teachers. Journal of Educational Research, 77, 325-337.
20. Farber, B. A. (1984b). Teacher burnout: Assumptions, myths, and issues. Teachers College Record, 86, 321-338.
21. Farber, B. A. (1999). Inconsequentiality: The key to understanding teacher burnout. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 159-165). Cambridge, UK: Cambridge University Press.
22. Freudenberger, H. (1974). Staff burnout. Journal of Social Issues, 30, 159-166.
23. Gold, Y. (1984). The factorial validity of the Maslach Burnout Inventory in a sample of California elementary and junior high school classroom teachers. Educational and Psychological Measurement, 44, 1009-1016.
24. Gold, Y. (1985). The relationship of six personal and life history variables to standing on three dimensions of the Maslach Burnout Inventory in a sample of elementary and junior high school classroom teachers. Educational and Psychological Measurement, 45, 377-387.
25. Golembiewski, R. T., Munzenrider, R., & Carter, D. (1983). Phases of progressive burnout and their work site covariants: Critical issues in OD research and praxis. Journal of Applied Behavioral Science, 19, 461-481.
26. Iwanicki, E. F. (1983). Toward understanding and alleviating teacher burnout. Theory into Practice, 22, 27-32.
27. Iwanicki, E. F., & Schwab, R. L. (1981). A cross-validation study of the Maslach Burnout Inventory. Educational and Psychological Measurement, 41, 1167-1174.
28. Kelchtermans, G., & Strittmatter, A. (1999). Beyond individual burnout: A perspective for improved schools. Guidelines for the prevention of burnout. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 304-314). Cambridge, UK: Cambridge University Press.
29. Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42, 79-89.
30. Kremer, L., & Hofman, J. E. (1985). Teachers' professional identity and burnout. Research in Education, 34, 89-95.
31. Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146-152.
32. Kyriacou, C. (1998). Teacher stress: Past and present. In J. Dunkam & V. Varma (Eds.), Stress in teachers: Past, present and future (pp. 1-13). London: Whurr.
33. Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35.
34. Kyriacou, C., & Pratt, J. (1985). Teacher stress and psychosomatic symptoms. British Journal of Educational Psychology, 55, 61-64.
35. Kyriacou, C., & Sutcliffe, J. (1978a). A model of teacher stress. Educational Studies, 4, 1-6.
36. Kyriacou, C., & Sutcliffe, J. (1978b). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48, 159-167.
37. Kyriacou, C., & Sutcliffe, J. (1979). Teacher stress and satisfaction. Educational Research, 21, 89-96.
38. Kyriacou, C., & Sutcliffe, J. (1980). Coping actions and occupational stress among school teachers. British Journal of Research in Education, 24, 57-61.
39. Leiter, M. P. (1992). Burnout as a crisis in self-efficacy: Conceptual and practical implications. Work and Stress, 6, 107-115.
40. Maslach, C. (1986). Stress, burnout, and workaholism. In R. R. Kilburg, P. E. Nathan, & R. W. Thoreson (Eds.), Professionals in distress: Issues, syndromes, and solutions in psychology (pp. 53-75). Washington, DC: American Psychological Association.
41. Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12, 189-192.
42. Maslach, C., & Jackson, S. E. (1978). Lawyer burnout. Barrister, 5, 52-54.
43. Maslach, C., & Jackson, S. E. (1982). Burnout in health professions: A social psychological analysis. In G. Sanders & J. Suls (Eds.), Social psychology of health and illness (pp. 227-251). Hillsdale, NJ: Lawrence Erlbaum.
44. Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory manual (2nd ed.). Palo Alto, CA: Consulting Psychologist Press.
45. Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach Burnout Inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologist Press.
46. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422.
47. Milstein, M. M., & Farkas, J. (1988). The overstated case of educator stress. Journal of Educational Administration, 26, 232-249.
48. Mo, K. W. (1991). Teacher burnout: Relations with stress, personality, and social support. Education Journal, 19, 3-11.
49. Pines, A., & Maslach, C. (1978). Characteristics of staff burnout in mental health settings. Hospital and Community Psychiatry, 29, 233-237.
50. Raquepaw, J. M., & Miller, R. S. (1989). Psychotherapist burnout: A componential analysis. Professional Psychology: Research and Practice, 20, 32-36.
51. Schonfeld, I. S. (1992). Assessing stress in teachers: Depressive symptoms scales and neutral self-reports of the work environment. In J. C. Quick, L. R. Murphy, & J. J. Hurrell, Jr. (Eds.), Stress and well-being at work: Assessment and interventions for occupational mental health (pp. 270-285). Washington, DC: American Psychological Association.
52. Schwab, R. L., & Iwanicki, E. F. (1982). Who are our burned out teachers? Educational Research Quarterly, 7, 5-16.
53. Schwab, R. L., & Iwanicki, E. F. (1991). A study of coping behaviors and teacher burnout. Work and Stress, 5, 205-216.
54. Schwarzer, R. (1993). Measurement of perceived self-efficacy. Berlin, Germany: Zentrale Universitats Druckerei der FU Berlin.
55. Schwarzer, R., & Greenglass, E. (1999). Teacher burnout from a social-cognitive perspective: A theoretical position paper. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 238-246). Cambridge, UK: Cambridge University Press.
56. Seidman, S. A., & Zager, J. (1991). A study of coping behaviors and teacher burnout. Work and Stress, 5, 205-216.
57. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
58. Sternberg, R. J. (1997). A triarchic view of giftedness: Theory and practice. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 43-53). Boston, MA: Allyn and Bacon.
59. Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 22, 231-235.
60. Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review, 14, 383-393.
61. Sternberg, R. J. (2003). Giftedness according to the theory of successful intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 88-99). Boston, MA: Allyn and Bacon.
62. Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 46, 265-277.
63. Stevens, G. B., & O'Neill, P. (1983). Expectation and burnout in the developmental disabilities field. American Journal of Community Psychology, 11, 615-627.
64. Travers, C. J., & Cooper, C. L. (1996). Teachers underpressure: Stress in the teaching profession. London: Routledge.
65. Vandenberghe, R., & Huberman, A. M. (Eds.). (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge, UK: Cambridge University Press.
66. Wong, K. C., & Li, K. K. (1995). Teacher turnover and turnover intentions in Hong Kong aided secondary schools. Educational Research Journal, 10, 36-46.
67. Wong, T. H. (1989). The impact of job satisfaction on intention to change jobs among secondary school teachers in Hong Kong. Education Journal, 17, 176-184.
68. Yuen, M., Lau, P. S. Y., Shek, D. T. L., & Lam, M. (2002). Confirmatory factor analysis and reliability of the Chinese version of the Maslach Burnout Inventory among guidance teachers in Hong Kong. Psychological Reports, 91, 1081-1086.