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The Impact of Negative Affectivity on Teacher Burnout

Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have...

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Detalles Bibliográficos
Autores principales: Genoud, Philippe A., Waroux, Elisabeth L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8700851/
https://www.ncbi.nlm.nih.gov/pubmed/34948734
http://dx.doi.org/10.3390/ijerph182413124
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author Genoud, Philippe A.
Waroux, Elisabeth L.
author_facet Genoud, Philippe A.
Waroux, Elisabeth L.
author_sort Genoud, Philippe A.
collection PubMed
description Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles.
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spelling pubmed-87008512021-12-24 The Impact of Negative Affectivity on Teacher Burnout Genoud, Philippe A. Waroux, Elisabeth L. Int J Environ Res Public Health Article Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles. MDPI 2021-12-13 /pmc/articles/PMC8700851/ /pubmed/34948734 http://dx.doi.org/10.3390/ijerph182413124 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Genoud, Philippe A.
Waroux, Elisabeth L.
The Impact of Negative Affectivity on Teacher Burnout
title The Impact of Negative Affectivity on Teacher Burnout
title_full The Impact of Negative Affectivity on Teacher Burnout
title_fullStr The Impact of Negative Affectivity on Teacher Burnout
title_full_unstemmed The Impact of Negative Affectivity on Teacher Burnout
title_short The Impact of Negative Affectivity on Teacher Burnout
title_sort impact of negative affectivity on teacher burnout
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8700851/
https://www.ncbi.nlm.nih.gov/pubmed/34948734
http://dx.doi.org/10.3390/ijerph182413124
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