Will Evers

Burnout among Teachers Students’ and Teachers’ Perceptions Compared

The aim of this study was to explore students’ and teachers’ perceptions of teacher burnout in relation to the occurrence of disruptive student classroom behaviour and the teachers’ competence to cope with this kind of behaviour. First, the study shows that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived Disruptive Behaviour Scale could be adapted to students to report perceived burnout symptoms among their teachers, the occurrence of perceived disruptive student behaviour and the students’ perception of their teachers’ competence to cope with disruptive student behaviour. Second, students’ perceptions do not differ according to their age. Third, we found that there was a significant difference between the perceptions of male and female students in respect of emotional exhaustion and depersonalization, but not in respect of personal accomplishment. Fourth, according to the students’ perceptions, a considerable percentage of variance in each of the three burnout dimensions was explained by teachers’ competence to cope with student disruptive behaviour and perceived disruptive student behaviour. Finally, with respect to the teachers’ self-reports, it appeared that teachers’ and students’ reports differed significantly with respect to depersonalization, personal accomplishment and the competence to cope with disruptive student behaviour. The hierarchical regression analyses of the teachers’ data showed that the competence to cope with disruptive student behaviour significantly contributed to depersonalization and personal accomplishment, whereas the teachers’ age was significantly related with personal accomplishment. Although the students’ perceptions and the teachers’ self-reports on the teachers’ well-being differed on some dimensions, the students’ information may contribute valid information on some aspects of teachers’ mental health and classroom processes.

A Quasi-experimental Study on Management Coaching Effectiveness

Coaching has become an important managerial instrument of support. However, there is lack of research on its effectiveness. The authors conducted a quasi-experimental study to figure out whether coaching really leads to presupposed individual goals. Sixty managers of the federal government were divided in two groups: one group followed a coaching program, the other did not. Before the coaching program started (Time 1), self-efficacy beliefs and outcome expectancies were measured, linked to three central domains of functioning: setting one’s own goals, acting in a balanced way and mindful living and working. Four months later (Time 2), the same variables were measured again. Results showed that the coached group scored significantly higher than the control group on two variables: outcome expectancies to act in a balanced way and self-efficacy beliefs to set one’s own goals. Future examination might reveal whether coaching will also be effective among managers who work at different management levels, whether the effects found will be long-lasting, and whether subordinates experience differences in the way their manager functions before and after the coaching.

EFFECTS OF AGGRESSIVE BEHAVIOR AND PERCEIVED SELF-EFFICACY ON BURNOUT AMONG STAFF OF HOMES FOR THE ELDERLY

This study elicits effects of experienced aggressive behavior and perceived self-efficacy in coping with aggressive behavior on the dimensions of burnout of staff caring for the elderly (N = 551). From the results of the hierarchical regression analysis it appears that physical and psychological aggression and the number of weekly working hours has an effect on emotional exhaustion of staff. Psychological aggression is found to have an effect on depersonalization. The number of weekly working hours and the perceived self-efficacy in turn appear to have an effect on personal accomplishment. Neither sex nor age has an effect on the burnout dimensions. Implications for research and suggestions for work and training of staff caring for the elderly are discussed.This study elicits effects of experienced aggressive behavior and perceived self-efficacy in coping with aggressive behavior on the dimensions of burnout of staff caring for the elderly (N = 551). From the results of the hierarchical regression analysis it appears that physical and psychological aggression and the number of weekly working hours has an effect on emotional exhaustion of staff. Psychological aggression is found to have an effect on depersonalization. The number of weekly working hours and the perceived self-efficacy in turn appear to have an effect on personal accomplishment. Neither sex nor age has an effect on the burnout dimensions. Implications for research and suggestions for work and training of staff caring for the elderly are discussed.

BURNOUT AMONG DUTCH REFORMED PASTORS

The present study examined the degree of burnout among Dutch reformed pastors and aspects that may be conducive to the onset of burnout. They were asked to report how difficult they found their tasks and what options they had to alleviate the pressure of work they experienced. Compared with other human service professionals the results show that pastors have relatively high scores on emotional exhaustion and relatively low scores on depersonalization. Pastors have relatively low scores on personal accomplishment. Those who say they are experiencing severe pressure of work appear to have high scores on the three burnout dimensions. Role ambiguity and lack of social support appear to intensify reported feelings of burnout. This article concludes by discussing some of the pastors own suggestions as to how to relieve work pressure.