Modeling the Structural Relationships of Job Stressors and Teachers' Autonomy Support with the Mediation of Emotional Exhaustion
محل انتشار: فصلنامه یادگیری و حافظه، دوره: 5، شماره: 20
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 97
فایل این مقاله در 11 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IJLM-5-20_006
تاریخ نمایه سازی: 18 تیر 1402
چکیده مقاله:
The purpose of the present study was to model the structural relationships of job stressors and teachers' autonomy support with mediation of emotional exhaustion. This research was descriptive of the correlation type by the method of structural equations. The statistical population included all the teachers of first and second grade of secondary schools in Noor’s and Chamestan’s public schools in the academic year of ۲۰۱۹-۲۰۲۰, that based on Cochran’s formula and stratified random sampling method, ۲۴۰ people were selected. The tools of this research were the job stressor factors questionnaire of Otero-Lopez et al. (۲۰۰۶), the teacher as social context questionnaire Welborn et al. (۱۹۹۲) and the teachers’ burnout inventory of Maslach et al. (۱۹۹۶). All analyzes were done by structural equation modeling method. The findings indicated that the structural relationship model of job stressors and teachers' autonomy support with the mediation of emotional exhaustion in teachers of first and second grade of secondary schools has favorable fit and significance. In this research, all the direct and indirect paths that lead to the prediction of teachers' autonomy support have been significant. The research’s results indicate that job stressors have a direct and indirect effect, through emotional exhaustion, on teachers' autonomy support and also emotional exhaustion directly affects autonomy support. Addressing these variables can be effective in solving the problems of teachers' autonomy support and increasing it.
کلیدواژه ها:
نویسندگان
Mojtaba Ebrahimi
Department of Educational Psychology, Babol Branch, Islamic Azad University, Babol, Iran
Rajab Ali Mohammadzadeh
Department of Psychology, Payame Noor University, Tehran, Iran
Ali Asghar Shojaei
Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran