Matches in UGent Biblio for { <https://biblio.ugent.be/publication/5808166#aggregation> ?p ?o. }
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- aggregation classification "A2".
- aggregation creator person.
- aggregation creator person.
- aggregation date "2015".
- aggregation format "application/pdf".
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- aggregation isPartOf urn:issn:0957-8234.
- aggregation language "eng".
- aggregation publisher "Emerald".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Trust in school: a pathway to inhibit teacher burnout?".
- aggregation abstract "Purpose: This paper considers trust as an important relational source in schools by exploring whether trust lowers teacher burnout. We examine how trust relationships with different school parties such as the principal relate to distinct dimensions of teacher burnout. We further analyze whether school-level trust additionally influences burnout. In doing this, we account for other teacher and school characteristics. Design: We use quantitative data gathered during the 2008-2009 school year from 673 teachers across 58 elementary schools in Flanders (i.e. the northern Dutch-speaking region of Belgium). Because teacher and school characteristics are simultaneously related to burnout, multilevel modeling is applied. Findings:. Trust can act as a buffer against teacher burnout. Teachers’ trust in students demonstrates the strongest association with burnout compared to trust in principals or colleagues. Exploring relationships of trust in distinct school parties with different burnout dimensions yield interesting additional insights such as the specific importance of teacher-principal trust for teachers’ emotional exhaustion. Burnout is further an individual teacher matter to which school-level factors are mainly unrelated. Implications: Principals fulfill an important role in inhibiting emotional exhaustion among teachers. They are advised to create a school atmosphere that is conducive for different kinds of trust relationships to develop. Actions to strengthen trust and inhibit teacher burnout are necessary, although further qualitative and longitudinal research is desirable. Originality/value: This paper offers a unique contribution by examining trust in different school parties as a relational buffer against teacher burnout. It indicates that principals can affect teacher burnout and prevent emotional exhaustion by nurturing trusting relationships in school.".
- aggregation authorList BK1372834.
- aggregation endPage "115".
- aggregation issue "1".
- aggregation startPage "93".
- aggregation volume "53".
- aggregation aggregates 5808185.
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- aggregation similarTo JEA-02-2014-0018.
- aggregation similarTo LU-5808166.