The Relation between Teacher Burnout and Teachers’ Attributions and Practices Regarding School Behaviour Problems

Abstract

This study focuses on the burnout concept in relation to teachers’ perceptions of school behaviour problems. Specifically, 200 elementary teachers were assessed in terms of their explanatory attributions and their preferred practices regarding four school behaviour problems. The teacher burnout was assessed by the Maslach Burnout Inventory. The results showed that teachers’ misbehaviour-related attributions and preferred practices differentiate significantly the burnout levels experienced by the teachers. One means of more adequately dealing with teacher burnout might involve the evaluation of teachers’ attributions and perceptions regarding work stressors.