Abstract
ABSTRACT This study tested the theoretical argument that psychological need-supportive conversation functions as a protective factor against teacher burnout by satisfying teacher psychological needs. The empirical test was conducted with a sample of 263 teachers from a medium sized urban school district in a Southwestern city. Need-supportive conversation had an indirect effect on teacher burnout through teacher psychological needs. Results support the role of need-supportive conversation in lessening the extent to which teachers experience emotional exhaustion, depersonalization, and reduced accomplishment.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
