Abstract
The present study tests a model of the interplay between teaching style determinants, interpersonal resources, and teacher burnout dimensions, controlling for teachers’ experience variables. Two-hundred and ninety-seven teachers in the Portuguese educational system teaching in a rural region participated in the research. Using a Structural Equation Modeling approach, the key finding of this study is that teacher interpersonal self-efficacy and teacher–student closeness partially mediated the connections between teacher epistemological sophistication and student misbehavior and teacher burnout. Specifically, an increment of teacher depersonalization is associated with student misbehavior, when mediated by interpersonal self-efficacy and teacher–student closeness. Moreover, while greater attunement with students (meaning lower conflict) prevents emotional exhaustion caused by student misbehavior, it also has costs in terms of lower professional accomplishment. Thus, in intense interpersonal settings like schools, teacher interpersonal resources, especially teacher–student closeness and attunement, may not have an universal positive return for educators. Implications for future research are recommended, such as the replication of this model across urban and suburban settings. In addition, it seems warranted that teacher pre-service and service training readdress the topic of interpersonal resources as a means to improve teacher well-being, including its merits and limits.
Highlights
One of the most significant consequences of teachers' continuous exposure to stress is burnout
Teaching higher school levels is related to higher epistemological sophistication and greater teacher-student closeness
The results of this study show that interpersonal relationships play a complex intermediate role between autonomy-oriented teaching and burnout
Summary
One of the most significant consequences of teachers' continuous exposure to stress is burnout. The effects of teacher stressors on burnout levels and direction are complex and often tempered by a wide array of resources (Bermejo et al 2016; Skaalvik and Skaalvik 2007; 2017). This premise arises from traditional stress models demonstrating that, in a given context, the stress response is a function of the balance between stressors and coping resources. Such resources include contextual demands, personal characteristics, and interpersonal skills (Hobfoll and Vaux 1993). It has often been assessed in terms of a continuum from more controlling approaches to teaching to autonomy supportive ones, involving acknowledging students' opinions, feelings, and interests; setting learning limits and expectations, and providing opportunities for self-initiated learning (Reeve 2009)
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