[1]
|
Adams, J. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 2, pp. 267-299). New York: Academic press.
|
[2]
|
Antoniou, A.-S., Polychroni, F., & Vlachakis, A.-N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21, 682-669.
doi:10.1108/02683940610690213
|
[3]
|
Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2002). Validation of the maslach burnout inventory—General survey: An internet study. Anxiety, Stress & Coping, 15, 245-260.
doi:10.1080/1061580021000020716
|
[4]
|
Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22, 187-200.
doi:10.1080/02678370802393649
|
[5]
|
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606. doi:10.1037/0033-2909.88.3.588
|
[6]
|
Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
|
[7]
|
Borg, M. G., & Riding, R. J. (1991).Towards a model for the determinants of occupational stress among schoolteachers. European Journal of Psychology of Education, 6, 355-373.
doi:10.1007/BF03172771
|
[8]
|
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
doi:10.1016/S0742-051X(99)00057-8
|
[9]
|
Buunk, B., Ybema, J., Gibbons, F., & Ipenburg, M. (2001). The affective consequences of social comparison as related to professional burnout and social comparison orientation. European Journal of Social Psychology, 31, 337-351. doi:10.1002/ejsp.41
|
[10]
|
Buunk, B. P., & Schaufeli, W. B. (1993). Professional burnout: A perspective from social comparison theory. In W. B. Schaufeli, C. Maslach, & T. Mareks (Eds.) Professional burnout: Recent developments in theory and research (pp. 53-69). Washington DC: Taylor & Francis.
|
[11]
|
Byrne, B. (1993). The Maslach burnout inventory: Testing for factorial validity and invariance across elementary, intermediate and secondary teachers. Journal of Occupational and Organizational Psychology, 66, 197-212. doi:10.1111/j.2044-8325.1993.tb00532.x
|
[12]
|
Cano-Garcia, F. J., Padilla-Mu?oz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Per sonality and Individual Differences, 38, 929-940.
doi:10.1016/j.paid.2004.06.018
|
[13]
|
Cook, C., Heath, F., & Thompson, R. L. (2000). A meta-analysis of response rates in web or internet-based surveys. Educational and Psychological Measurement, 60, 821-836.
doi:10.1177/00131640021970934
|
[14]
|
Devos, C., Dupriez, V., & Paquay, L. (2012). Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression? Teaching and Teacher Education, 28, 206-217.
doi:10.1016/j.tate.2011.09.008
|
[15]
|
Dorman, J. P. (2003). Relationship between school and classroom environment and teacher burnout: A LISREL analysis. Social Psychology of Education, 6, 107-127. doi:10.1023/A:1023296126723
|
[16]
|
Elo, A-L., Lepp?nen, A., & Jahkola, A. (2003). Validity of a single item measure of stress symptoms. Scandinavian Journal of Work, Environment & Health, 29, 444-451. doi:10.5271/sjweh.752
|
[17]
|
Embich, J. L. (2001). The relationship of secondary special education teachers’ roles and factors that lead to professional burnout. Teacher Education and Special Education, 24, 58-69.
doi:10.1177/088840640102400109
|
[18]
|
Feldt, T., Leskinen, E., Kinnunen, U., & Ruoppila, I. (2003). The stability of sense of coherence: comparing two age groups over a 5-year follow-up study. Personality and Individual Differences, 35, 1151 1165. doi:10.1016/S0191-8869(02)00325-2
|
[19]
|
Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intra individual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525. doi:10.1016/j.tate.2011.11.013
|
[20]
|
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140. doi:10.1177/001872675400700202
|
[21]
|
Freudenberger, H. J. (1974). Staff burn-out. Journal of Social Issues, 30, 159-165. doi:10.1111/j.1540-4560.1974.tb00706.x
|
[22]
|
Geurts, S., Schaufeli, W., & De Jonge, J. (1998). Burnout and intention to leave among mental health-care professionals: A social psychological approach. Journal of Social and Clinical Psychology, 17, 341-362. doi:10.1521/jscp.1998.17.3.341
|
[23]
|
Hakanen, J., Bakker, A., & Schaufeli, W. (2006). Burnout and engagement among teachers. Journal of School Psychology, 43, 495-513.
doi:10.1016/j.jsp.2005.11.001
|
[24]
|
Holland, R. P. (1982). Special educator burnout. Educational Horizons, 60, 58-64.
|
[25]
|
Hu, L., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
doi:10.1080/10705519909540118
|
[26]
|
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76, 183 197. doi:10.1348/000709905X37299
|
[27]
|
Kalimo, R., & Hakanen, J. (2000). Ty?uupumus. In T. Kauppinen, P. Heikkil?, S. Lehtinen, K. Lindstr?m, S. N?yh?, A. Sepp?l?, J. Toikkanen, & A. Tossavainen (Eds.), Ty? ja terveys Suomessa v.200. (pp. 119-126). Helsinki: Ty?terveyslaitos.
|
[28]
|
Kinnunen, U., Parkatti, T., & Rasku, A. (1994). Occupational well being among aging teachers in Finland. Scandinavian Journal of Educational Research, 38, 315-332. doi:10.1080/0031383940380312
|
[29]
|
Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103, 342-350.
doi:10.1080/00220670903383069
|
[30]
|
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243. doi:10.1348/000709905X90344
|
[31]
|
Krosnick, J. A. (1999). Survey research. Annual Review of Psychology, 50, 537-567. doi:10.1146/annurev.psych.50.1.537
|
[32]
|
Lau, P. S. Y., Yuen, M. T., & Chan, R. M. C. (2005). Do demographic characteristics make a difference to burnout among Hong Kong sec ondary school teachers? Social Indicators Research, 71, 491-516.
doi:10.1007/1-4020-3602-7_17
|
[33]
|
Lee, R., & Ashforth, B. (1996). A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology, 81, 123-133. doi:10.1037/0021-9010.81.2.123
|
[34]
|
Leiter, M., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organ izational Behavior, 9, 297-308. doi:10.1002/job.4030090402
|
[35]
|
Leung, D. Y. P., & Lee, W. W. S. (2006). Predicting intention to quit among Chinese teachers: Differential predictability of the component of burnout. Anxiety, Stress, & Coping, 19, 129-141.
doi:10.1080/10615800600565476
|
[36]
|
Liukkonen, J., & Leskinen, E. (1999). The reliability and validity of scores from the children’s version of the perception of success questionnaire. Educational and Psychological Measurement, 59, 651-664.
doi:10.1177/00131649921970080
|
[37]
|
Loonstra, B., Brouwers, A., & Tomic, W. (2009). Feelings of existential fulfillment and burnout among secondary school teachers. Teaching and Teacher Education, 25, 752-757.
doi:10.1016/j.tate.2009.01.002
|
[38]
|
Maslach, C. (2003). Job burnout: New directions in research and interventions. Current Directions in Psychological Science, 12, 189-192.
doi:10.1111/1467-8721.01258
|
[39]
|
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113.
doi:10.1002/job.4030020205
|
[40]
|
Maslach, C., & Leiter, M. P. (2005). Banishing burnout: six strategies for improving your relationship with work. San Francisco: Jossey Bass.
|
[41]
|
Maslach, C., Schaufeli, W., & Leiter, P. (2001). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12, 189-192. doi:10.1111/1467-8721.01258
|
[42]
|
Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In R. Vandenberg & A. Huberman (Eds.), Understanding and Preventing Teacher Burnout (pp. 295-303). Cambridge: Cambridge University Press.
|
[43]
|
Milfont, T. L. Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers, Social Indicators Research, 89, 169-177. doi:10.1007/s11205-007-9229-9
|
[44]
|
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28, 458-486. doi:10.2307/4126479
|
[45]
|
Muthén, L., & Muthén, B.O. (1998–2010). Mplus users guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
|
[46]
|
National Board of Education (2010). Opettajat Suomessa [Teachers in Finland]. URL (last checked 3 April 2012).
http://www.oph.fi/julkaisut/2011/opettajat_suomessa_201.
|
[47]
|
Peeters, M., & Rutte, C. G. (2005). Time management behavior as a moderator for the job demand-control. Interaction Journal of Occu pational Health Psychology, 10, 64-75.
doi:10.1037/1076-8998.10.1.64
|
[48]
|
Pillay, H., Goddard, R., & Wilss, L. (2005). Well-being, burnout and competence: Implications for teachers. Australian Journal of Teacher Education, 30, 22-33.
|
[49]
|
Pyh?lt?, K., Pietarinen, J., & Salmela-Aro, K. (2011). Teacher-working environment fit as a framework for burnout experienced by Finnish teachers. Teaching and Teacher Education, 27, 1101-1111.
doi:10.1016/j.tate.2011.05.006
|
[50]
|
Pyh?lt?, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active agents in school re forms? Journal of Educational Change, 13, 95-116.
doi:10.1007/s10833-011-9171-0
|
[51]
|
Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vanderbergue & M. A. Huberman (Eds.), Understanding and preventing teacher burnout: A source book of international practice and research (pp. 38-58). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511527784.004
|
[52]
|
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. (2009). School burnout inventory: Reliability and validity. European Journal of Psychological Assessment, 25, 48-57. doi:10.1027/1015-5759.25.1.48
|
[53]
|
Salmela-Aro, K., Rantanen, J., Hyv?nen, K., Tilleman, K., & Feldt, T. (2011). Bergen burnout inventory: Reliability and validity among Finnish and Estonian managers. International Archives of Occupational and Environmental Health, 84, 635-645.
doi:10.1007/s00420-010-0594-3
|
[54]
|
Santavirta, N., Solovieva, S., & Theorell, T. (2007). The association between job strain and emotional exhaustion in a cohort of 1028 Finnish teachers. British Journal of Educational Psychology, 77, 213 228. doi:10.1348/000709905X92045
|
[55]
|
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-437.
doi:10.1002/job.248
|
[56]
|
Schaufeli, W. B., & Buunk, B. P. (2003). Burnout: an overview of 25 years of research in theorizing. In M. J. Winnubst, & C. L. Cooper (Eds.), The handbook of work and health psychology (pp. 383-425). Chichester: Wiley.
|
[57]
|
Schaufeli, W., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. London: Taylor and Francis.
|
[58]
|
Schaufeli, W., van Dierendonck, D., & van Gorp, K. (1996). Burnout and reciprocity: towards a dual-level social exhange model. Work & Stress, 10, 225-237. doi:10.1080/02678379608256802
|
[59]
|
Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27, 136-146.
doi:10.1016/j.tate.2010.07.010
|
[60]
|
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524.
|
[61]
|
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069. doi:10.1016/j.tate.2008.12.006
|
[62]
|
Soini,T., Pyh?lt?, K., & Pietarinen, J. (2010). Pedagogical well-being— Reflecting learning and well-being in teachers’ work. Teaching and teachers: Theory and practice, 16, 765-782.
|
[63]
|
Tatar, M., & Horenczyk, G. (2003). Diversity-related burnout among teachers. Teaching and Teacher Education, 19, 397-408.
doi:10.1016/S0742-051X(03)00024-6
|
[64]
|
Travers, C. J., & Cooper, C. L. (1993). Mental health, job satisfaction and occupational stress among UK teachers. Work and Stress, 7, 203 219. doi:10.1080/02678379308257062
|
[65]
|
Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21, 294-302. doi:10.1016/j.lindif.2010.11.019
|
[66]
|
Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers’ sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193. doi:10.1037/0022-0663.99.1.181
|
[67]
|
Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14, 121-141.
doi:10.1037/1072-5245.14.2.121
|