Faculty Publications

A Social-Psychological Grounded Theory Of Teacher Stress And Burnout

Document Type

Article

Journal/Book/Conference Title

Educational Administration Quarterly

Volume

18

Issue

4

First Page

93

Last Page

113

Abstract

This article presents a social-psychological model of teacher stress and burnout which emphasizes the importance of teacher performance variables and cycles of teacher-student interactions that develop over time. The theoretical statements that serve as the basis of the framework proposed in this report have been extracted and refinedfrom the Teacher Performance-Motivation Theory (TP-M Theory), a data-based, grounded theory developed directlyfrom a study of public school teachers. © 1982, Sage Publications. All rights reserved.

Original Publication Date

1-1-1982

DOI of published version

10.1177/0013161X82018004008

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