A Social-Psychological Grounded Theory of Teacher Stress and Burnout
Educational Administration Quarterly
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
DOI of published version
Blase, Joseph J., "A Social-Psychological Grounded Theory of Teacher Stress and Burnout" (1982). Faculty Publications. 4911.