Abstract
The purpose of this study was to investigate the role of rumination and reflection in teachers' classroom stress and burnout, thereby assessing their predictive value per se and their role as moderators between teacher reported job characteristics and stress and burnout. 439 elementary school teachers participated in the study. Dispositional characteristics explained additional variance in teachers' stress and burnout beyond job characteristics. Rumination was a significant predictor of both stress and burnout, whereas reflection was not. However, reflection moderated the relation between job characteristics and stress. These results highlight the importance of simultaneously investigating environmental and dispositional characteristics of teachers' strain.
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