Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/3463
Title: Teaching styles and burnout: A short-term longitudinal study
Authors: Carvalhais, Lénia
Carlos, Carolina
Vagos, Paula
Keywords: Teaching styles
Burnout
Emotional exhaustion
Personal accomplishment
Issue Date: Aug-2020
Publisher: Associação Portuguesa de Psicologia
Citation: Carvalhais, L., Carlos, C., & Vagos, P. (2020). Teaching styles and burnout: A short-term longitudinal study. Psicologia: Revista da Associação Portuguesa de Psicologia, 34(1), 277–281. 10.17575/psicologia.v34i1.1681. Disponível no Repositório UPT, http://hdl.handle.net/11328/3463
Abstract: The aim of this short-term longitudinal study was to investigate the associations between teaching styles and burnout. The participants, 73 teachers, were asked to answer the Teaching Styles Questionnaire and the Cuestionario de Burnout del Professorado twice, with a three-months gap; both instruments were presented in their Portuguese version. Results point to the stability of teaching styles and lowered personal accomplishment, but not of emotional exhaustion. Also, we found negative associations between authoritative teaching and burnout and positive associations between permissive teaching and burnout. Only the lowered personal accomplishment facet of burnout was significantly predicted by authoritative and permissive teaching. The implications of this study suggest the importance of preventing burnout, namely by aiding teachers in developing more efficacious teaching styles (e.g., authoritative). The authoritative style is considered as ideal, having in mind its correlation with higher levels of work accomplishment and lower levels of emotional exhaustion.
Description: Atas do X Simpósio Nacional de Investigação em Psicologia, Universidade da Madeira, 2019
URI: http://hdl.handle.net/11328/3463
ISSN: 2183-2471
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals

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