Coping and social support as mediators between work environment and burnout in elementary school teachers

Sarah Puwalowski, Fayetteville State University

Abstract

This study examined coping and social support as mediators between work environment and burnout in female third, fourth, and fifth grade elementary school teachers (N = 95). Predictor variables were scales from the Work Environment Scale-Form R. Mediating variables were factors scores from the COPE Inventory and the total score from the Interpersonal Support Evaluation List. Criterion variables were the three scales of the Maslach Burnout Inventory-Educators Survey. Denial, Disengagement, and Humor demonstrated a stress buffering effect for the cognitive demands of the work environment as manifested in Task Orientation, but it did not demonstrate this beneficial effect for the emotional demands of the work environment as manifested in Work Pressure. Teachers who reported the highest level of Planning and Active Coping reported the lowest levels of Depersonalization and the highest levels of Personal Accomplishment. Social support did not mediate any relationship between work environment and burnout. ^

Subject Area

Education, Elementary|Psychology, Clinical|Psychology, Industrial

Recommended Citation

Puwalowski, Sarah, "Coping and social support as mediators between work environment and burnout in elementary school teachers" (2006). ETD Collection for Fayetteville State University. AAI1449362.
http://digitalcommons.uncfsu.edu/dissertations/AAI1449362

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