Média Ismeretek | Tanulmányok, esszék » Suzan van Kruijsdijk - Teacher Student Relationship and Burnout, The Mediating Effect of Self Efficacy

Source: http://www.doksinet Teacher-student relationship and burnout: The mediating effect of self-efficacy Student: Suzan van Kruijsdijk ANR: 339795 Supervisor: Jeske van Beurden Project theme: Individual differences, wellbeing and performance Project period: December 2016 Bachelor Thesis Human Resource Studies 2016 Tilburg University Source: http://www.doksinet Abstract This study examined the mediating role of self-efficacy in the relationship between teacherstudent relationship and teachers’ burnout. Based on the Transactional Model of Stress and Coping (Lazarus and Folkman, 1987) and the JD-R model (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001), several hypothesis were formulated. This study assumed that the teacherstudent relationship was negatively related to teachers’ burnout Secondly, assumptions have been made about the positive relationship between teacher-student relationship and teachers’ self-efficacy. In addition, this study suggested that teachers’

self-efficacy was negatively related to teachers’ burnout. Finally, a mediating effect of self-efficacy was expected in the relationship between teacher-student relationship and burnout. Survey data was collected from 272 Dutch teachers in both elementary and secondary education, as well as both regular education and education for children with special needs. The results showed that teacherstudent relationship was negatively related to burnout Furthermore, support was found for the positive relationship between teacher-student relationship and self-efficacy and for the negative relationship between self-efficacy and burnout. However, the results did not support the mediating effect of self-efficacy in the relationship between teacher-student relationship and burnout. The limitations, suggestions for future research and implications of this study are discussed. Key words: teacher-student relationship, self-efficacy, burnout, Transactional Model of Stress and Coping and the JD-R model

2 Source: http://www.doksinet Introduction Since the early 1980s, the focal point of the political, social and professional changes has been the teaching profession (Miller, 1999; Farber, 2000). Among many other things, these developments have in particular resulted in a change from a focus on the function of the teachers in their teaching class, to a view of the school as the teachers’ work-domain (Friedman, 2003). Therefore, schools have turned into work-organizations These workorganizations are about facilitating professionalism, fostering relations among colleagues and providing the opportunity for teachers to be heard in the decisions concerning students (Sleegers, 1999). The relations among colleagues are facilitated by the school as a work-organization (Sleegers, 1999). Next to these relations, the development of social relations for teachers with students and their parents is insuperable. The demands made on teachers in schools are contained in emotionally charged

relationships with their students and parents (Brouwers & Tomic, 2000). The last years, the multiple studies on teacher burnout have emphasized the critical factor in any educational setting of maintaining student behavior in a classroom (Brouwers & Tomic, 2000). Those situations in the classroom, both in terms of the reciprocity in the relationship among students and teachers and the task of the job of the teachers itself, have been shown as the principal factors affecting burnout (Friedman, 2003). Personal resources, such as self-efficacy, may play a central role in the understanding of employees’ adaption in their work environments (Hobfoll, 2002; Luthans, Avey, Avolio, Norman, & Combs, 2006). Self-efficacy, defined as the degree to which individuals think in self-debilitating or self-enhancing ways, is supposed to play a central role in diminishing the chance on a burnout (Bandura & Locke, 2003; Leiter, 1992). People who doubt their abilities in a specific domain

of activity are very quick to consider such activities as threats and prefer to avoid these threats (Bandura, 1977). Therefore, teachers who distrust their ability to maintain classroom order are confronted by their incompetence every day, which might result in burnout complaints (Brouwers & Tomic, 2000). However, the contribution of environmental conditions, such as the aforementioned classroom situations, needs to be taken into account (Friedman, 2003). An aspect of these classroom situations is the teacher-student interaction. Multiple studies have examined the importance of teacher-student relationships in the development of children (Spilt, Koomen, & Thijs, 2011). However, the impact of these relationships on the professional and personal lives and wellbeing of teachers has not been studied much before (Spilt et al., 2011) Also, there is little acknowledgement of the internal needs that teachers may have for personal and positive relationships with individual students 3

Source: http://www.doksinet (Spilt et al., 2011) When the teacher-student relationship is a difficulty for a teacher, the selfefficacy of the teacher is expected to play a crucial role in successfully facing this difficulty Therefore, this study investigates whether the teacher-student relationship has an impact on self-efficacy and to which degree both teacher-student relationship and self-efficacy relates to burnout. The following research question is going to be investigated in this study: To what extent is the teacher-student relationship related to burnout among teachers and to what extent mediates self-efficacy this relationship? In order to answer the research question, this research will make use of the Transactional Model of Stress and Coping of Lazarus and Folkman (1987) to explain the expected positive relation between teacher-student relationship and burnout. In addition, the Job Demands-Resources Model (JD-R model) of Demerouti et al. (2001) is used to support this

relationship in the way that the teacher-student relationship is characterized as a job resource. According to Xanthopoulou, Bakker, Demerouti and Schaufeli (2007), personal resources influence the perceptions of job resources (Xanthopoulou et al., 2007) In this case, self-efficacy as a personal resource is supposed to mediate the relation between teacherstudent relationship and burnout. Research into the mediating effect of self-efficacy in the relationship between teacherstudent relationship and burnout is, in a practical manner, of importance. A phenomenon of impressive importance in the educational sector is burnout (Brouwers & Tomic, 2000). Therefore, a closer look to antecedents and consequences of the wellbeing of teachers is helpful in decreasing the number of teacher dropout. Moreover, day in, day out, teachers continue to instruct students in order to reach educational goals (Brouwers & Tomic, 2000). Therefore, research to the teacher-student relationship is important

because teachers have to deal with it every day. The level to which teachers are able to deal with the daily classroom management, including the teacher-student relationship, is to some extent influenced by selfefficacy. Self-efficacy gives the teacher a certain degree of confidence in, for example, maintaining classroom order (Bandura & Locke, 2003). In addition, when those antecedents and consequences are recognized, a school context can be created in order to reduce the possible chance on teachers burnout. Research on teacher wellbeing has focused for a big amount on stress and burnout (Spilt et al., 2011) However to date, the relationship between teachers and students which is a core aspect of teachers’ job, have been broadly ignored as a significant factor to teacher wellbeing (Friedman, 2000; Kyriacou, 2001). Moreover, the demands made on teachers are mostly contained in emotionally charged relationships with students (Brouwers & Tomic, 4 Source: http://www.doksinet

2000). The level of emotional wellbeing an individual experienced, is influenced by selfefficacy (Bandura & Locke, 2003) However, the influence of self-efficacy as a personal resource in the relationship between teacher-student relationship and burnout has not been extensively researched before. Therefore, research to the linkage between teacher-student relationship and burnout with the mediating effect of self-efficacy can make a contribution to the existing literature on teacher wellbeing. Theoretical framework Teacher-student relationship and burnout The relationship between a teacher and a student can be understood as the generalized interpersonal meaning teachers and students attach to their interactions with each other (Wubbels, Brekelmans, den Brok, Wijsman, Mainhard, & Van Tartwijk, 2014). Specifically, it is assumed that the relationships originate in these interactions. While the teacher-student relationship is quite unique, it shares several similarities with other

interpersonal relationships (Frymier & Houser, 2000). Both teachers and students go through a process of meeting each other and exchanging information. Furthermore, they develop and adjust expectations in a similar manner as two individuals would do in developing a relationship (Frymier & Houser, 2000). According to Korthagen, Attema-Noordewier and Zwart (2014), quite some time is needed to build a relationship between a teacher and student since these relationships arise on the basis of many contact moments. These contact moments occur day-in-day-out when the teacher and student are meeting each other in the classroom. Furthermore, the ability of the teacher and student to enhance their relationship or resolve conflict is of importance (Frymier & Houser, 2000). Finally, a big difference in the teacher-student relationship in comparison to other relationships is the hierarchy (Frymier & Houser, 2000). The reciprocity between students and teachers and the task of the

teachers, have been shown as the principal factors effecting burnout (Friedman, 2003). Maslach (1998) has developed the most leading definition of burnout. According to Maslach (1998), burnout is a syndrome of depersonalization, reduced personal accomplishment and emotional exhaustion. Depersonalization refers to a detached and cynical reaction to the recipients of one’s care or service (Maslach, 1998). Reduced personal accomplishment is characterized by the selfevaluation that an individual is no longer fulfilling one’s job responsibilities and effective in working with recipients (Maslach, 1998). Finally, emotional exhaustion is about the feelings of the teacher that their emotional resources are exhausted and overextended by the emotional demands and contact with other people, specifically their students (Ghanizadeh & 5 Source: http://www.doksinet Jahedizadeh, 2015). According to Maslach (1998), burnout might occur among individuals who are active in people-oriented

professions. Next to health care and human services, the teaching profession belongs to one of these people-oriented professions (Maslach 1998; Demerouti et al., 2001) However, the research of Demerouti et al (2001) indicated that burnout is not only a phenomenon in human services anymore. To consider the assumed direct relationship between teacher-student relationship and burnout, the Transactional Model of Stress and Coping of Lazarus and Folkman (1987) will be explained. The model of Lazarus and Folkman (1987) emphasized that the reaction of an individual to stress is guided by the subjective appraisal or interpretation of an external stressor. This external stressor gives consequently rise to an emotional response (Lazarus & Folkman, 1987). The appraisal process of the teacher-student relationship that is either positive or negative, is about the subjective evaluations of the incident whether it is goal congruent and relevant. Goals in the teacher-student relationship for a

teacher might be to instruct their students to reach educational goals (Brouwers & Tomic, 2000). A goal of a student in the school context is for example, learning a specific amount of a subject in a limited timeframe. Solely incidents that seemed to be relevant to the values, goals or needs of an individual trigger positive emotions (Spilt et al., 2011) Therefore, when both the teachers’ and the student’s goals in their relationship are achieved, their relationship will be favorable. Prolonged experiences of emotions that are pleasant support wellbeing (Lazarus & Folkman, 1987). Whereas wellbeing of an employee is a broad concept, the focus in this research is on burnout as an aspect of wellbeing. In other words, the intensity of stress depends on the relevance of the goal or value that is threatened. Therefore, the importance of the teacherstudent relationship for teachers needs to be investigated in order to link it to burnout In addition to this model, the JD-R model of

burnout of Demerouti et al. (2001) will be explained as a second support for the assumed direct relationship. According to this model, a difference is made between job demands and job resources. Job demands are characterized by those social, physical or organizational aspects of a job (e.g high work pressure) that require sustained mental or physical effort (Demerouti et al., 2001) Job resources are characterized by those social, organizational, physical or psychological aspects of a job (Demerouti et al., 2001). Job resources might be functional in achieving work goals and stimulate personal growth and development. The teacher-student relationship is assumed to act as a job resource According to the Transactional Model of Stress and Coping of Lazarus and Folkman (1987), the importance of a teacher-student relationship for teachers has an influence on their wellbeing. Moreover, Spilt et al (2011) indicated that each individual has a basic 6 Source: http://www.doksinet psychological

need for relatedness that might explain the importance of personal relationships within the classroom for teachers. The time spend in the classroom with teachers and students triggers a desire for unity and motivates the teachers to engage in personal relationships with their students (Spilt et al., 2011) On the contrary, poor relationships go against this need for relatedness and make teachers vulnerable for personal failure and rejection by students (Spilt et al., 2011) As a result, when the external environment lacks job resources, individuals are not able to cope with the negative influences of the environmental demands. This process might lead to burnout (Demerouti et al., 2001) Empirical evidence for the assumed relationship can be found in the research of Kahn, Schneider, Jenkins‐Henkelman and Moyle (2006). They established that teachers who engaged in more communication with positive content with coworkers (positive emotional social support), experienced lower levels of job

burnout (Kahn et al., 2006) According to the study of Hargreaves (2000), relationships with students were the most important source of enjoyment and motivation. These findings applied for both primary and secondary school teachers. However, the findings indicated more emotionally intense relationships in elementary than in secondary schools (Hargreaves, 2000). In addition, Evers, Tomic and Brouwer (2004) indicated that disruptive student behavior is the most significant contributing factor to teacher burnout. Chang (2013) study shows that the intensity of unpleasant emotion from one memorable disruptive classroom event will positively relate to teacher overall feelings of burnout. In sum, based on the Transactional Model of Stress and Coping of Lazarus and Folkman (1987) and the JD-R model of Demerouti et al. (2001) the teacher-student relationship is assumed to act as a job resource which has a positive effect on wellbeing. The empirical studies discussed above suggest a negative

relationship between the interaction between students and teachers and burnout. Therefore, it is suggested that teacher-student relationship will be negatively related to burnout. The theoretical underpinnings and empirical evidence for the assumed relationship result in the first hypothesis. Hypothesis 1: The higher the level of teacher-student relationship, the lower the level of burnout of a teacher. Self-efficacy as a mediator According to Bandura (2006), self-efficacy refers to extent in which individuals are proactive, self-regulating, self-reflecting and self-organizing. Moreover, self-efficacy affects the goals 7 Source: http://www.doksinet and behavior of an individual and is influenced by one’s actions and conditions in the environment (Schunk & Meece, 2006). According to Maddux (1995), self-efficacy beliefs might have an influence on human functioning through four mediating processes. First of all, they have an impact on the goals people set for themselves and the

strategies people propose in order to achieve these goals. Moreover, they have an impact on the motivation of an individual to persevere in the face of obstacles. Furthermore, self-efficacy beliefs influence how individuals feel themselves when they try to reach their goals. Finally, they have an impact on the situations people select in terms of their challenge (Maddux, 1995). According to Xanthopoulou et al. (2007), self-efficacy is one of the personal resources. Personal resources are characteristics of the self that are generally linked to resiliency and refer to the sense of the ability of an individual to control and impact upon their environment in a successful manner (Hobfoll, 2002). Xanthopoulou et al (2007) emphasized the important extension of the JD-R model of Demerouti et al. (2001) with the effect of personal resources. The study of Xanthopoulou, Bakker, Demerouti, and Schaufeli (2009) indicated that job resources predict personal resources and work engagement. Moreover,

they emphasized the reversed causal effects from personal resources and work engagement to job resources (Xanthopoulou et al., 2009) Therefore, it is assumed that a positive teacher-student relationship as a job resource enhances teachers’ self-efficacy, and the other way around. This is in line with the Conservation of Resources (COR) theory of Hobfoll (2001). The COR theory argued that individuals are motivated to conserve their resources and will try to expand these resources if possible (Hobfoll, 2001). In the context of teachers, their self-efficacy will diminish if they feel that they are not performing well and begin to doubt their own capabilities to execute courses of action required to accomplish their job goals (Brouwers, Evers, & Tomic, 2001). In this way, the accomplishments of teachers are a source of information from which they derive their self-efficacy beliefs. An example of such a source of action might be student-related tasks. Student-related tasks consist of

generating change in the student’s life, good teaching and nurturing social relations among the students themselves. Relationships on the classroom level are expressions of relations with students characterized by assertiveness (Friedman, 2003). This can be achieved by dealing confidently and effectively with threats within the environment. For example, maintaining a clear studentteacher boundaries or a favorable teacher-student relationship (Friedman, 2003) The research of Skaalvik and Skaalvik (2010) indicated that teacher self-efficacy was most strongly related to teachers relations with parents. Positive relations to parents predicted that teachers had stronger self-efficacy beliefs (Skaalvik & Skaalvik, 2010). The results of the 8 Source: http://www.doksinet research of Yoon (2002) indicated that teacher stress was significantly correlated with negative relationships between teachers and students, self-efficacy, and negative affect. Moreover, negative affect was also

significantly related to lower self-efficacy and negative relationships (Yoon, 2002). The study of Friedman (2003) emphasized that the teachers’ perceived lack of support from colleagues and principals had a significant effect on their selfefficacy beliefs in eliciting support from them. Therefore, the second hypothesis can be developed: Hypothesis 2: The higher the level of teacher-student relationship, the higher their levels of self-efficacy. The level of teachers’ self-efficacy is cultivated by environmental factors such as the execution of their courses (Xanthopoulou et al., 2007) In other words, in the literature it is proposed that personal resources may function either as moderators or as mediators in the relationship between environmental factors and (organizational) outcomes (Xanthopoulou et al., 2007) Moreover, they may even determine the way people comprehend the environment, formulate it and react to it (Xanthopoulou et al., 2007) Previous studies in the context of

the JD-R model that were about the role of job resources in the prevention of exhaustion, emphasized their moderating influence in the model’s health impairment process (Bakker, Demerouti, & Euwema, 2005). However, the present study highlights another process, namely the relationship between a job resource (teacher-student relationship) and a psychological health symptom (burnout). According to Xanthopoulou et al (2007) personal resources do not offset the relationship between job demands and exhaustion. Instead, personal resources mediate the relationship between job resources and engagement or exhaustion and influenced the perception of job resources (Xanthopoulou et al., 2007) According to Maslach (1998), exhaustion, in specific emotional exhaustion, is one of the crucial dimensions of burnout. Therefore, in the context of the research of Xanthopoulou et al. (2007), self-efficacy is assumed to mediate the relation between teacher-student relationship and burnout as

teacherstudent relationship is assumed to act as a job resource. Research has indicated that the higher an individual’s personal resources, such as selfefficacy and optimism, the more positive the person’s self-regard and the more goal selfconcordance is expected to be experienced (Judge, Bono, Erez, & Locke, 2005). Individuals with goal self-concordance are intrinsically motivated to pursue their goals and as a result trigger higher performance and satisfaction (Judge et al., 2005) Moreover, evidence is found 9 Source: http://www.doksinet in the context of the assumed relationship between self-efficacy and burnout. The research of Skaalvik and Skaalvik (2010) indicated a strong relation between teacher self-efficacy and teacher burnout. Furthermore, Brouwers and Tomic (2000) stated that there is less agreement about how to explain the relation between teacher self-efficacy and teacher burnout. They found that self-efficacy beliefs regarding management in classrooms were

significantly negatively related to levels of teacher burnout (Brouwers & Tomic, 2000). The evidence from the meta-analyses of Bandura and Locke (2003) is consistent in showing that efficacy beliefs contribute significantly positive to the level of performance and motivation. Efficacy beliefs did not only predict the behavioral functioning between individuals at different levels of perceived self-efficacy. They also changes individuals’ functioning at different levels of efficacy over time (Bandura & Locke, 2003). Empirical evidence about the relationship between teacher-student relationship and burnout with the mediating influence of self-efficacy, is found in the study of Brouwers and Tomic (2000). They investigated the relationship between student disruptive behavior and teachers’ self-efficacy, which in turn has an impact on the level of teacher burnout. The results showed support for a cyclical model: high levels of student disruptive behavior lead to a low level of

teachers’ self-efficacy in the management of the classroom, which lead to a higher level of teacher burnout (Brouwers & Tomic, 2000). This leads again to a higher level of student disruptive behavior and further diminishing the level of teachers’ self-efficacy (Brouwers & Tomic, 2000). In addition, the study of Friedman (2003) emphasized that the teachers’ perceived lack of support from colleagues and principals had a significant effect on their self-efficacy beliefs in eliciting support from them. In turn, those efficacy beliefs predicted the level of burnout (Friedman, 2003). As mentioned before, personal resources may act as a mediator between job resources and burnout (Xanthopoulou et al., 2007) Therefore, teacher-student relationship is assumed to be a job resource which has an influence on burnout. Self-efficacy as a personal resource is expected to play a mediating role in this relationship. The study of Friedman (2003) support this assumption by showing a positive

relationship between colleague support as a job resource and teachers’ self-efficacy which in turn has an impact on burnout. Based on the aforementioned theories and empirical evidences, the last two hypotheses were developed. Hypothesis 3: The higher the levels of perceived teachers’ self-efficacy, the lower the level of burnout. 10 Source: http://www.doksinet Hypothesis 4: Teachers’ self-efficacy partly mediates the relationship between teacherstudent relationship and burnout. The aforementioned hypotheses that will be investigated in this research are figured in the conceptual model below (see Figure 1). H1 - Teacher-student relationship H3 - H2 + Self-efficacy Burnout H4 +Figure 1. Conceptual model Method Population and sample The aim of this study was to investigate the relationship between teacher-student relationship and burnout and the mediating effect of self-efficacy. In order to research these relationships, a quantitative study was used. This study was

conducted among Dutch teachers who are working in elementary schools and secondary schools, as well as both regular education and education for children with special needs. To approach the teachers, both quota sampling and snowball sampling were used. Quota sampling was used in order to gather representative data from the population. Quota sampling is a non-probability sampling technique whereby the same proportion of known characteristics or traits in the population is represented in the sample of selected individuals (Explorable.com, 2009b) Snowball sampling is a nonprobability sampling technique as well By using snowball sampling, the researcher is assisted from the subject to help identify individuals with a similar interest or trait after the initial subject is observed (Explorable.com, 2009a) In total 232 teachers completed the questionnaire out of 272 questionnaires that were distributed (response rate 85.3%) In the table below (see Table 1) the demographic characters of the

sample are shown. The age of the respondents ranges from 21 years till 75 years (M = 41.39 years) The average age of the sample is close to the average age of the population, which is 44.0 years (CBS, 2016) The majority of the sample is female (75%) which is in line with the population in which around 70% of the teachers in elementary and secondary 11 Source: http://www.doksinet educational institutions is female (Stamos, 2016). Finally, 75% of the respondents is married or living together. Table 1: Demographic characteristics of the sample (N=232) N Mean Mean Standard (%) Deviation Range 232 Total 41.39 group 13.676 21-75 Age (years) Male 58 25% Female 174 75% Marital Single 50 21.6% status Married/ 174 75% 8 3.4% Gender Living together Divorced Procedure One part of the sample of teachers was approached by three master students of Tilburg University, department of Human Resource Studies. The data set was expanded by five bachelor students of

Tilburg University, department of Human Resource Studies. The first stage of the master students was to select schools and approach the teachers if they wanted to participate. The second stage involved the selection of a heterogeneous sample within the own private network of the students. This last stage was also done by the five bachelor students Teachers of the own private network were used in order to guarantee a representative sample of the population. The data was collected by using a questionnaire (see Appendix A). To test if the questions of the questionnaire were clearly formulated, the questionnaire was tested through a pilot. Each teacher who wanted to participate in the research, received an online questionnaire which was sent by email. The email contains an information letter and a personal link to fill out the questionnaire in Qualtrics. In the information letter, the anonymity of each respondent 12 Source: http://www.doksinet was guaranteed. A digital questionnaire

was chosen to improve the anonymity of the respondents. Measurement To test the validity of the scales, factor analyses (Principal Component Analysis, from now on PCA) were executed. In order to establish a factor solution, several requirements are to be met. The Bartlett’s Test of Sphericity had to be significant (p<05) and the KMO Measure of Sampling Adequacy needed to be above .6 (Pallant, 2013) Moreover, Kaiser’s criterion had to be considered in order to describe the number of components established by the factor analysis. According to Field (2009) factors with an eigenvalue above one were identified as one component, because they clarify a significant amount of variation. The screeplot was used to confirm the number of components considered by Kaiser’s criterion. Furthermore, the reliability of the scales were measured by using the Cronbach’s alpha. According to Evers, van Vliet-Mulder and Groot (2000) a Cronbach’s alpha above .6 is considered to be sufficient

Teacher-student relationship was assessed by using a shortened version of the ‘social support form colleagues’ scale (van Veldhoven & Meijnman, 2008). The concept ‘colleagues’ is adapted with ‘students’. The scale which was used consists of a four-item Likert scale Each item could be answered by using four response alternatives ranging from 1 (never) to 4 (always). An example of an item that measured the teacher-student relationship was: “do you have conflict with your students?”. Factor analysis was used in order to determine whether these items form a single scale. In addition, PCA was conducted to test the validity among the different items of the scale. The Bartlett’s Test of Sphericity for the teacher-student relationship was significant (p = .000) and the KMO Measure of Sampling Adequacy was .688 Based on the eigenvalue, one factor was indicated which was presented in the screeplot as well (eigenvalue = 2.016) The reliability of this scale was measured by

using the Cronbach’s alpha. The Cronbach’s alpha for the teacher-student relationship was 670, which is indicated as sufficient (Evers et al., 2000) Burnout was measured with the Utrecht BurnOut Scale (UBOS) of Schaufeli and van Dierendonck (2000). All items were scored on an eight-item Likert scale ranging from 1 (never) to 5 (very often). An example of an item that measured burnout was: “I feel frustrated with my job”. The Bartlett’s Test of Sphericity was significant (p = 000) and the KMO Measure of Sampling Adequacy was .891 Two components had an eigenvalue above one (eigenvalue component one = 5.001 and eigenvalue component two = 1237) However, the screeplot showed an eigenvalue of component two just above one. Therefore, the nine items 13 Source: http://www.doksinet of burnout were included in one single factor. When one component is taken into account, all items have a high loading on the component (>.3) which resulted in construct validity for the burnout scale.

The Cronbach’s alpha was measured in order to test the reliability of the scale The Cronbach’s alpha was .899, which was indicated as sufficient (Evers et al, 2000) Self-efficacy was assessed with the shortened version of the New General self-efficacy scale developed by Chen, Gully and Eden (2001). All items were scored on a five-point Likert scale ranging from 1 (totally disagree) to 5 (totally agree). An example item that measured self-efficacy was: “In comparison to other people, I carry out most tasks very well”. The factor analysis showed a significant Bartlett’s Test of Sphericity (p = .000) and a KMO Measure of Sampling Adequacy of .772 Based on the eigenvalue, all four items loaded on one component (eigenvalue = 2.519) The reliability analysis of the self-efficacy scale indicated a Cronbach’s alpha of .792 which is acceptable (Evers et al, 2000) Control variables were used to test spuriousness in the relationships between the variables. The first control variable

which was selected is age (measured in years) According to Maslach, Schaufeli and Leiter (2001), age is most consistently related to burnout in comparison to other variables. They stated that the level of burnout is lower among employees in the age between 30-40 years old than those employees who are younger. This suggested that burnout tends to be more risky in the younger years of an employee’s career (Maslach et al., 2001) Next to age, marital status was involved in this study as a control variable The marital status (1=married, 2=unmarried) was found to have an influence on the level of burnout as well. It seemed to be that married employees experience lower levels of burnout than employees who are unmarried (Maslach et al., 2001) The final control variable which was taken into account is gender (1=male, 0=female). Several studies showed that female teachers report higher teacher efficacy (Raudenbush, Rowan, & Cheong, 1992; Ross, Cousins, & Gadalla, 1996). Analyse In

order to test the model and aforementioned hypotheses, a regression analysis was carried out in the program IBM SPSS Statistics. The first step after the regression analysis was performed, involved analyzing the influence of the control variables on the dependent variable (level of burnout). In the regression analysis, the control variables (age, gender and marital status) were put in Block 1 and burnout as the dependent variable. 14 Source: http://www.doksinet In the second step, the direct impact of the independent variable (teacher-student relationship) on the dependent variable (burnout) was analyzed. Therefore, the control variables were put in Block 1, teacher-student relationship in Block 2 and burnout as the dependent variable. In addition, the influence of self-efficacy on burnout was analyzed. Therefore, a regression analysis was carried out with the control variables in Block 1, teacher-student relationship Block 2, self-efficacy in Block 3 and burnout as the dependent

variable. In addition, a Sobel was test was performed to determine the significance effect of self-efficacy as the mediating variable. To test the effect of teacher-student relationship on self-efficacy, another regression analysis was conducted. First of all, the control variables were put into Block 1 and selfefficacy as the dependent variable In the last stage, the effect of teacher-student relationship on self-efficacy was analyzed. Therefore, the control variables were put in Block 1, teacher-student relationship in Block 2 and self-efficacy as the dependent variable. Results Descriptive statistics In the table below (see Table 2) an overview is showed of all the means, standard deviations and correlations of the variables which are used in the current study. Teacher-student relationship and self-efficacy are positively related (r=.162, p =<05) Moreover, self-efficacy is negatively related to burnout (r=-.174, p=<01) Also, teacher-student relationship was negatively related

to burnout (r=-.294, p=<05) These significant relationship are in the expected direction. However, gender and marital status are not found to be related with any of the main variables in this study. Moreover, no significant relationship was found between age and teacher-student relationship and between age and self-efficacy. Nevertheless, the results show a significant relationship between age and burnout (r=.129, p=<05) 15 Source: http://www.doksinet Table 2. Correlation matrix, means and standard deviations of the studied variables Mean SD 1 3.250 0.330 -- 2. Self-efficacy2 3.924 0.477 .162* -- 3. Burnout3 2.519 0.977 -.294* -.174* -- 4. Age 41.39 13.676 -.120 -.054 .129* -- 5. Gender (male)4 0.250 0.434 .038 .051 .049 .186* -- 6. Marital status 0750 (married/living together)5 0.434 -.068 .001 .025 .376* .149* 1. 11 Teacherstudent interaction1 2 3 4 5 6 -- Note. Scale from 1-4, 2 Scale from 1-5, 3 Scale from 1-7, 4 1=male,

0=female, 5 1=married, 0=unmarried *p < .05 *p < .01 16 Source: http://www.doksinet Regression analysis To run the regression analysis, a couple of hypotheses are stated which will be tested. First of all, it is assumed that the higher the level of teacher-student relationship, the lower the level of burnout of the teacher (H1). Table 3 shows that the teacher-student relationship is negatively related with burnout (B=-.788, p=<01), meaning that the higher the quality of the relationship between the teacher and the student, the lower the level of burnout a teacher might experiences. Therefore, the first hypothesis (H1) is supported Secondly, it is stated that the higher the level of teacher-student relationship, the higher the level of teachers’ perceived self-efficacy (H2). Table 3 shows a positive relationship between teacher-student relationship and self-efficacy (B=.224, p=<05), which means that the stronger the relationship between the teacher and the student, the

higher the level of self-efficacy of the teacher is likely to be. Based on this result, the second hypothesis (H2) is confirmed. In addition, hypothesis 3 is about the higher the level of teachers’ perceived selfefficacy, the lower the level of burnout of the teacher. Table 3 shows a negative relationship between self-efficacy and burnout, controlled for teacher-student relationship (B=-.264, p=<.05) This means that the higher the level of perceived teachers’ self-efficacy the lower the level of burnout. This result supports hypothesis 3 (H3) Mediating effect Finally, it is assumed that the higher the level of teacher-student relationship, the higher their levels of self-efficacy, which in turn results in a lower level of burnout (H4). To test the mediating effect of self-efficacy in the relationship between teacher-student relationship and burnout, the Sobel test was carried out. In Table 4, the results of the Sobel test are shown These results do not support the mediating

negative effect of self-efficacy in the relationship between teacher-student relationship and burnout (z=-1.539, p=>05) Therefore, the assumption about the higher the level of teacher-student relationship, the higher their levels of self-efficacy, which in turn results in a lower level of burnout, is not supported (H4). Additional analyses As no mediating effect of self-efficacy is found in the relationship between teacher-student relationship and burnout, the possible moderating effect of self-efficacy is investigated in an additional analysis. This is done by doing a regression analysis again The control variables were put in Block 1, the standardized variable teacher-student relationship in Block 2 and a 17 Source: http://www.doksinet standardized multiplication of teacher-student relationship and self-efficacy in Block 3. However, no moderating effect was found. A second explanation for not finding a mediating effect of self-efficacy in the relationship between

teacher-student relationship and burnout, is because of burnout was analyzed as an overarching concept. Meaning that both the dimensions of emotional exhaustion and depersonalization were included in the concept burnout. As there is no mediating effect of self-efficacy found in the relationship between teacher-student relationship and burnout, a mediating effect of self-efficacy could be find in the relationship between teacher-student relationship and emotional exhaustion or depersonalization. To test a mediating effect of self-efficacy with emotional exhaustion as the dependent variable, a regression analysis was carried out. Therefore, the control variables were put in Block 1, teacher-student relationship in Block 2 and self-efficacy in Block 3. However, no significant mediating effect was found. Furthermore, the mediating effect of self-efficacy was analyzed with depersonalization as the dependent variable in the regression analysis. In that case, the control variables were put in

Block 1, teacher-student relationship in Block 2 and self-efficacy in Block 3. Again, no mediating effect of self-efficacy in the relationship between teacherstudent relationship and burnout was found 18 Source: http://www.doksinet Table 3. Results of regression analyses on burnout and self-efficacy Burnout Selfefficacy M1 M2 M3 M1 M2 B B B B B Age .010 .007 .007 -.003 -.002 Gender .063 .105 .120 .068 .057 Marital -.068 -.089 -.082 .021 .027 -.847* -.788* status Teacher- .224* student relationshi p Self- -.264* efficacy R² .018 R² change F 1.401 F change .098 .114 .007 .08 .016 6.191* 5.839* 4.790 -0.352 .031 .024 .546 1.798 1.252 Note. * p < .01 * p < .05 Table 4. Sobel test hypothesis 4 Input Test statistic (Z) Std. Error p-value a .224 -1.53873744 0.03843151 0.12386841 b -.264 Sa .095 Sb .130 19 Source: http://www.doksinet Discussion This study examined the direct effect between teacher-student

relationship and burnout and the mediating influence of self-efficacy in the relationship between teacher-student relationship and burnout. Based on the JD-R model of Demerouti et al (2001), the Transactional Model of Stress and Coping of Lazarus and Folkman (1987) and some empirical evidence, several assumptions have been made. To test these assumptions, a quantitative study was performed wherein questionnaires to Dutch teachers have been distributed via email. In order to test the expected relationships, hierarchical regression analyses have been performed. The results show that the first hypothesis, a higher level of teacher-student relationship the lower level of burnout of a teacher, is confirmed. Moreover, it was assumed that the higher the level of teacher-student relationship the higher the level of self-efficacy of a teacher. This study supports the aforementioned assumption In addition, a negative relationship was expected between the level of self-efficacy of a teacher and

the level of burnout. This relationship is confirmed as well Finally, a partly mediating effect of self-efficacy in the relationship between teacher-student relationship and burnout was predicted. However, the results of the regression analysis and Sobel test did not support this hypothesis. These findings will be explained in greater detail in the next section First of all, a negative relationship was expected between teacher-student relationship and burnout. According to the Transactional Model of Stress and Coping, the appraisal process of the teacher-student relationship that is either positive or negative, is about the subjective evaluations of the relationship whether it is goal congruent and relevant (Lazarus & Folkman, 1987). Therefore, when the goals of both the students and the teachers in their relationship are achieved, a favorable teacher-student relationship is developed. The prolonged experiences of emotions that are pleasant derived from the teacher-student

relationship, support wellbeing (Lazarus & Folkman, 1987). Moreover, in the JD-R model the teacher-student relationship can be categorized as a job resource. As a result, when the external environment lacks job resources such as a positive teacher-student relationship, individuals are not able to cope with the negative influences of the environmental demands. This process might lead to burnout (Demerouti et al., 2001) According to the aforementioned theories, a negative relationship was expected between teacher-student relationship and burnout. The results of this study support this assumption In addition, the second hypothesis was about the higher the level of teacher-student relationship, the higher their levels of self-efficacy. According to Brouwers et al (2001), teachers’ perceived self-efficacy will diminish if they feel that they are not performing well 20 Source: http://www.doksinet and begin to doubt their own capabilities to execute courses of action required to

accomplish their job goals. In this way, the accomplishments of teachers are a source of information from which they derive their self-efficacy beliefs (Brouwers et al., 2001) In addition, the study of Friedman (2003) emphasized that the teachers’ perceived lack of support from colleagues and principals had a significant effect on their self-efficacy beliefs in eliciting support from them. Based on these findings, a positive relationship was assumed between the teacher-student relationship and perceived self-efficacy of the teacher. The analyses of data for this research confirmed this assumption. Thirdly, a negative relationship was assumed between teachers’ perceived selfefficacy and the level of burnout. Research has indicated that the higher an individuals’ personal resources, the more positive the persons’ self-regard and the more goal selfconcordance is expected to be experienced (Judge et al., 2005) Individuals with goal selfconcordance are intrinsically motivated to

pursue their goals and as a result trigger higher performance and satisfaction (Judge et al., 2005) Whereas burnout is the contrary of showing higher performance and satisfaction, a negative relationship between teachers’ perceived selfefficacy and burnout is expected. The research of Skaalvik and Skaalvik (2010) indicated a strong relation between teacher self-efficacy and teacher burnout. The results of this study are evident as well for the relationship between teachers’ self-efficacy and the level of burnout. The results of the current research support the assumption of a negative relationship between teachers’ self-efficacy and burnout. Finally, a mediating effect of self-efficacy was expected between teacher-student relationship and burnout. Xanthopoulou et al (2007) emphasized the important extension of the JD-R model with the effect of personal resources, for example self-efficacy. Based on the JD-R model, self-efficacy as a personal resource can mediate the relationship

between a job resource (e.g teacher-student relationship) and burnout (Xanthopoulou et al, 2007) This assumption was supported by the empirical evidence of Brouwers and Tomic (2000). Their results showed support for a cyclical model: high levels of student disruptive behavior lead to a low level of teachers’ self-efficacy in the management of the classroom, which lead to a higher level of teacher burnout (Brouwers & Tomic, 2000). However, in this research no support is found for the mediating effect of self-efficacy in the relationship between teacherstudent relationship and burnout. Therefore, it might be appropriate that self-efficacy has a moderating effect instead of a mediating effect in the relationship between teacher-student relationship and burnout. Previous studies in the context of the JD-R model that concerned the role of job resources in the prevention of exhaustion mainly emphasized the moderating role 21 Source: http://www.doksinet of personal resources in the

model’s health impairment process (Bakker et al., 2005) This suggests that there are characteristics of the individuals that might moderate the effect of stressors on the strain experienced by an individual (Bakker et al., 2005) This study performed an additional analysis on the possible moderating effect of self-efficacy. However, no significant moderating effect of self-efficacy in the relationship between teacher-student relationship and burnout was found. A possible explanation might be that in this study the concept burnout was measured as an umbrella concept, with no distinction into the different dimensions of burnout. Therefore, a possible mediating effect of self-efficacy can be found when the measurement of burnout is specified into one of its dimensions. For example, there might be a mediating effect of self-efficacy in the relationship between teacher-student relationship and emotional exhaustion or depersonalization of a teacher. The possible mediating effect of

self-efficacy in the relationship between teacher-student relationship and emotional exhaustion was analyzed in the additional analysis. This was done just as the mediating effect of self-efficacy in the relationship between teacher-student relationship and depersonalization was studied. However, no significant mediating effects were found Nevertheless, it needs to be taken into account that the dimension reduced personal accomplishments of burnout was not included in this study. Therefore, a mediating effect of self-efficacy in the relationship between teacher-student relationship and reduced personal accomplishments might be appropriate. Moreover, according to Fritz and MacKinnon (2007), a possible explanation for not finding a mediating effect is because of a sample size used in this study that might be too narrow. In addition, Bakker et al (2005) suggested other individual characteristics that might have an influence on the effect of stressors on the strain experienced by

individuals. Therefore, as no moderating or mediating of self-efficacy is found, a mediating or moderating effect of another personal resource might be significant in the relationship between teacher-student relationship and burnout. Nevertheless, it needs to be taken into account that this study has confirmed hypothesis one up to and including hypothesis three. In other words, all the expected mutual relationships are supported with the exception of the mediating effect. This given might give rise to future research to investigate how the supported mutual relationships can be combined into one hypothesis and how this hypothesis is tested statistically significant. Limitations and suggestions for future research The aforementioned suggestion of the influence of other personal characteristics on 22 Source: http://www.doksinet the strain experienced by an individual leads to one of the limitations of the current research. This study has taken only one personal resource into account.

However, as stated in both interviews with an HR professional of an organization in the food sector and a HR professional of a secondary school (see Appendix C and D), a combination of multiple personality traits and resources can be found as influencing the relationship between teacherstudent relationship and burnout. According to the interview with the rector of a secondary school (see Appendix C), the level of resiliency of a teacher for example, could also play a role in the chance of getting a burnout. Therefore, more research is needed on the contribution of multiple personal resources in the relationship between teacher-student relationship and burnout. Moreover, critical is the nature of self-efficacy in the current research as measured as the broad concept of general self-efficacy of a teacher (O’Mara, Marsh, Craven, & Debus, 2006). This would suggest that when considering the role of teacher self-efficacy in the teacher-student relationship and the subsequent effect on

burnout, research should focus on self-efficacy related to the teacher-student relationship, rather than a general teacher selfefficacy measure. For example a measurement of self-efficacy in the teacher-student relationship of a teacher. On the methodological background, this study is constrained by using a cross-sectional study design. By using a cross-sectional study design no causal relations can be indicated Therefore, it is recommended to use a longitudinal study design in future research on the teacher-student relationship, self-efficacy and burnout. Furthermore, this study is probably constrained by the number of the sample size. According to Fritz and MacKinnon (2007), an explanation for not finding a mediating effect might be a used sample size that is too narrow in order to support a mediating effect. In addition, this study was conducted among Dutch teachers who are working in elementary schools and secondary schools, as well as both regular education and education for

children with special needs. This is a second methodological limitation because these results cannot be generalized to other organizations in other sectors outside the education sector. This means that future research is needed to clarify the generalizability of the findings to other organizations and occupations. Implications The findings of this research highlight the fact that research into the antecedents of burnout among teachers, is of importance. First of all, the study contributes to the existing literature in 23 Source: http://www.doksinet specifically the education context. Multiple studies have investigated the effect of relationships between colleagues on the wellbeing of employees in organizations (Pomaki, DeLongis, Frey, Short & Woehrle, 2010; Kahn et al., 2006) However, these relationships in the education sector have not been comprehensively researched before. Specifically, the effect of teacher-student relationship on teachers’ burnout is relatively new in

this context. Therefore, this research contributes to the literature on wellbeing in the educational sector. As the relation between teachers and students has been broadly ignored as a significant factor to teacher wellbeing, this research emphasized the teacher-student relationship as a significant factor to the level of teacher burnout (Friedman, 2000; Kyriacou, 2001). Furthermore, the influence of personal resources in the relationship between teacher-student relationship and burnout has not been extensively researched before. Multiple studies have investigated the linkage between teacher-student relationship and teachers’ wellbeing (Spilt et al., 2011; Hargreaves, 2000; Brouwers, 2014; Chang, 2013) However, personal resources as a possible influence on the relationship between teacher-student relationship and teachers’ wellbeing have not been extensively investigated before. Therefore, a part of the gap in the literature about the role of personal resources in the relationship

between teacher-student relationship and burnout, has been filled. According to the interviews with HR professionals (see Appendix C and D), often a combination of personal resources is affecting burnout. As this research does not confirm the mediating effect of self-efficacy, teachers’ self-efficacy is found to be significant related to burnout. Moreover, the educational sector needs to empower the self-efficacy of teachers in order to diminish the change of being in a burnout. A possible solution to empower teachers’ self-efficacy is investing in the teacher-student relationship as has been highlighted by this research. This relationship is namely built on multiple contact moments which occur day-inday-out when the teacher and student are meeting each other in the classroom However, quite some time is needed to build a relationship between the teacher and student (Korthagen et al., 2014). Therefore, investing in the teacher-student relationship can be done for example by

designing activities especially focused on the contact moments between teachers and students. For example individual meetings between the teacher and student or educational trips in which teacher-student relationships can be enhanced out of the classroom context. In this process, a school principal can play an important role by paying continual attention to activities and processes in order to develop and enhance the teacher-student relationship. Most importantly, it is recommended for school principals to make the teachers aware of the effect of the teacher-student relationship as discussed in this study. Therefore, this study 24 Source: http://www.doksinet contributes to how a school context can be created in order to reduce the possible chance on teachers’ burnout. Conclusion To conclude, as a phenomenon of impressive importance in the educational sector is burnout, research to the antecedents of burnout were of actual importance (Brouwers & Tomic, 2000). In order to

acquire knowledge in this field, the following research question has been developed: to what extent is the teacher-student relationship related to burnout among teachers and to what extent mediates self-efficacy this relationship? Questionnaires to Dutch teachers have been distributed via email and hierarchical regression analyses have been performed. This study indicates that the level of teacher-student relationship is negatively related to the level of burnout of a teacher. Moreover, teacher-student relationship is positively related to teachers’ perceived level of self-efficacy. In addition, this research indicates that the higher the level of teachers’ perceived self-efficacy the lower the level of burnout of the teacher. Based on these findings, this study contributes to a better understanding of the influence of the teacher-student relationship and teachers’ perceived level of self-efficacy separately, on burnout. Overall, this will contribute to a better understanding of

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Stamos. (2016, January) Retrieved November 19, 2016 from http://stamos.nl/downloads/Factsheet werkgelegenheid onderwijs naar geslacht0212 2011.pdf Van Veldhoven, M., & Meijman, T (2008) Het meten van psychosociale arbeidsbelasting met een vragenlijst: De Vragenlijst Beleving en Beoordeling van de Arbeid (VBBA). Amsterdam: Nederlands Instituut voor Arbeidsomstandigheden (NIA) Wubbels, T., Brekelmans, M, den Brok, P, Wijsman, L, Mainhard, T, & Van Tartwijk, J. (2014) Teacher-student relationships and classroom management Handbook of classroom management, 363-386. Xanthopoulou, D., Bakker, A B, Demerouti, E, & Schaufeli, W B (2007) The role of personal resources in the job demands-resources model. International journal of stress management, 14(2), 121. doi: http://dxdoiorg/101037/1072-5245142121 Xanthopoulou, D., Bakker, A B, Demerouti, E, & Schaufeli, W B (2009) Reciprocal relationships between job resources, personal resources, and work engagement. Journal of

Vocational Behavior, 74(3), 235–244. doi: http://dx.doiorg/101016/jjvb200811003 Yoon, J. (2002) Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: an international journal, 30(5), 485-493. doi: http://dxdoiorg/102224/sbp2002305485 31 Source: http://www.doksinet Appendices Appendix A Items Dutch questionnaire Pupil interaction Altijd / vaak / soms / nooit Is uw verstandhouding met uw leerlingen goed? Heeft u conflicten met uw leerlingen? Heerst er tussen u en uw leerlingen een prettige sfeer? Doen zich tussen u en uw leerlingen vervelende gebeurtenissen voor? Altijd / vaak / soms / nooit Geef aan in hoeverre onderstaande uitspraken op dit moment op jou van toepassing zijn. (PsyCap variabelen: Self-efficacy, optimism, resilience) Helemaal oneens / oneens / neutraal / eens / helemaal eens Ik ben in staat om de meeste doelen die ik mijzelf stel te halen. Als ik een moeilijke taak ga

doen, ben ik er zeker van dat ik die zal voltooien. Ik denk dat ik de resultaten die ik belangrijk vind kan bereiken. Ik geloof dat ik kan slagen in iedere uitdaging die ik wil aangaan. Ik ben in staat om uitdagingen met succes aan te gaan. Ik heb er vertrouwen in dat ik in veel verschillende taken effectief kan presteren. Vergeleken met andere mensen, kan ik de meeste taken erg goed aan. Zelfs als dingen tegen zitten, kan ik vrij goed presteren. Op momenten van onzekerheid en twijfel, verwacht ik toch het beste. Als er iets in mijn leven mis kan gaan, dan gebeurt dat ook. Ik ben optimistisch over mijn eigen toekomst. Ik verwacht niet dat de dingen zullen lopen zoals ik dat graag zou willen. Ik reken er niet op dat mij iets goeds zal overkomen. Ik verwacht dat mij meer goede dingen dan slechte dingen zullen overkomen. Nadat ik een moeilijke tijd heb gehad kom ik er snel weer bovenop. Het is moeilijk voor mij om stressvolle perioden te doorstaan. Het kost me weinig tijd om me te

herstellen van een stressvolle gebeurtenis. Het is moeilijk voor mij om mezelf te herpakken als er iets ergs gebeurt. Over het algemeen kom ik zonder veel moeite door benarde tijden heen. Ik heb veel tijd nodig om tegenslagen in mijn leven te boven te komen. 32 Source: http://www.doksinet Burnout – Schaufeli & van Dierendonck (2000) Ik voel me alsof ik aan het einde van mijn latijn ben. Ik heb het gevoel dat ik te hard werk voor mijn baan. Ik voel me gefrustreerd door mijn baan. Ik voel me opgebrand door mijn werk. Mijn werkdag is een zware belasting voor mij Ik voel me vermoeid wanneer ik ’s ochtends opsta en weer geconfronteerd wordt met een nieuwe werkdag. Ik voel me uitgeput aan het einde van de dag. Ik voel me emotioneel uitgeput door mijn werk. Controle variable Wat is uw geslacht? Wat is uw leeftijd? (In jaren) Wat is uw burgerlijke staat? 33 Source: http://www.doksinet Appendix B Factor analyses and reliability analyses Table 1. Factor analysis teacher-student

relationship Total variance explained Component Total % of the variance Cumulative % 1 2.016 50.407 50.407 2 .822 20.550 70.957 3 .678 16.957 87.913 4 .483 12.087 100.00 Extraction method: Principal Component Analysis Table 2. Screeplot teacher-student relationship 34 Source: http://www.doksinet Table 3. Reliability analyses teacher-student relationship Reliability statistics Cronbach’s Alpha Cronbach’s Alpha Based on Standardized Items .670 N of items .669 4 Table 4. Factor analysis burnout Total variance explained Component Total % of the variance Cumulative % 1 5.001 55.572 55.572 2 1.237 13.749 69.321 3 .593 6.588 75.909 4 .568 6.307 82.216 5 .423 4.702 86.918 6 .379 4.211 91.129 7 .336 3.736 94.866 8 .269 2.990 97.855 9 .193 2.145 100.00 Extraction method: Principal Component Analysis 35 Source: http://www.doksinet Table 5. Screeplot burnout Table 6. Reliability analysis burnout Reliability statistics

Cronbach’s Alpha .899 Cronbach’s Alpha Based on Standardized Items .898 N of items 9 36 Source: http://www.doksinet Table 7. Factor analysis self-efficacy Total variance explained Component Total % of the variance Cumulative % 1 2.519 62.983 62.983 2 .670 16.758 79.741 3 .464 11.598 91.339 4 .346 8.661 100.00 Extraction method: Principal Component Analysis Table 8. Screeplot self-efficacy 37 Source: http://www.doksinet Table 9. Reliability analysis self-efficacy Reliability statistics Cronbach’s Alpha .792 Cronbach’s Alpha Based on Standardized Items .802 N of items 4 38 Source: http://www.doksinet Appendix C Interview with the rector at a secondary school Het interview begint direct met een statement dat de conrector aanhaalt: “maatschappelijk nut vinden docenten heel belangrijk”. Het gaat daarbij om de nut en noodzaak van het onderwijs geven. Het zelfvertrouwen van een docent is daar een onderdeel van. De mate van zelfvertrouwen van

een docent hangt volgens de conrector af of ze het gevoel hebben dat ze met de goede dingen bezig zijn. Docenten die een minder of slecht beeld hebben van wat ze doen en vooral ook waarom ze dat doen, lopen een groter risico op een burn-out. Uit ervaring blijkt dat dit voornamelijk zit in de docenten die al jaren in het vak zitten (25 jaar en langer). Gelukkig heeft het van Maerlant als school weinig te maken met burn-out. Elke docent zou zeggen dat de leerling voorop staat. Echter, met name blijkt dit onder de “oudere” docenten vaak gezegd te worden, maar gebeurt dit in werkelijkheid niet. Waar de jongeren docenten vaak intrinsiek gestuurd worden om les te geven en de leerlingen kennis bij te geven, blijkt bij oudere docenten de intrinsieke motivatie vaak minder te zijn. De oudere docenten komen naar hun werk, geven een les, gaan door naar de volgende les en zo eindigt hun werkdag weer. Ze hebben geen binding meer met waar ze mee bezig zijn en zo zien ze ook niet de relevantie van

de connectie met leerlingen. Dit fenomeen komt steeds meer naar voren nu het persoonlijk leren en talengericht leren van een leerling steeds belangrijker wordt. Aldus de conrector zal over tien jaar de inrichting van het onderwijs heel anders zijn zoals het nu is. Hij richt zich daarbij met name op het individuele leren van leerlingen en het inspelen op de talenten van deze leerlingen. De conrector merkt dat de oudere docenten hier weerstand tegen bieden. Zij hebben het idee dat de manier waarop zij al meer dan 25 jaar lang lesgeven, de juiste manier is en geen verandering nodig heeft. Echter, het conservatieve gedrag van de oudere docenten zorgt voor een grotere kloof tussen docent en leerling. De behoefte van de leerling verandert namelijk en de docenten en het onderwijs dienen daar op in te spelen. Zolang dat niet gebeurt, is het moeilijk een connectie te maken met de leerling. Gedurende het hele interview blijkt de verandering van het onderwijs naar talentgericht en persoonsgericht

leren een zeer belangrijke rol te spelen. De ondertoon daarbij is de verbondenheid met de leerlingen. Opvallend is dat interactie met de leerlingen van grote waarde is voor de docenten. Dit ondersteunt de conrector met een voorbeeld van een docent die had te kampen met een burn-out. Tijdens de rapportvergaderingen bleek dat deze docent weinig te vertellen had over zijn leerlingen. Daaruit kon opgemaakt worden dat er geen 39 Source: http://www.doksinet verbondenheid met de leerlingen was. De docent stuurde alleen maar informatie af op de leerlingen en zolang de leerlingen tijdens de les stil waren, had de docent het idee dat hij goed les gaf. Aan de hand van een coach is deze docent zijn didactiek aan gaan passen en dat bracht hem tot inzicht dat de verbondenheid met zijn leerlingen heel belangrijk is. Het creëren van het bewustzijn en het inzicht geven in de eigen tekortkomingen van de oudere docenten is desondanks een heel andere tak. Uit ervaring is gebleken dat dit veel lastiger

is Aldus de conrector zijn er een aantal factoren die leiden tot burn-out. Het is een mengelmoes van een constante vraag naar verandering, hoge werkdruk, het bijkomende gevoel dat de docent al langer hetzelfde doet en dus niet graag wil veranderen en daarbij het steeds meer los komen te staan van de leerlingen. Dit alles leidt tot burn-out onder docenten Zoals de conrector ooit een docent zelf heeft horen zeggen: “het enige constante in het onderwijs is het veranderen”. Deze druk om te veranderen is eng voor docenten die al geruime jaren in het vak zitten. Wanneer de verbinding met de leerling goed is, ziet de conrector dat de docenten ervaren waarom ze doen wat de doen. Dit heeft zeker een positief effect op het uitoefenen van hun beroep. Desondanks kunnen de andere genoemde effecten die aanleiding geven tot burnout, niet vervaagd worden De conrector haalt aan dat misschien het ervaren van verandering door docenten, de onrust voor verandering weghaalt. Bovendien, als de docent

dicht bij de leerling staat, is daarin de eigen rol van de docent helder en daarmee de nut en noodzaak van het onderwijs. De uitgangspositie van de docent, waar hij of zij het allemaal voor doet, is uiterst belangrijk. In de laatste jaren geeft het onderwijs niet meer antwoord op de vragen die de leerlingen hebben. Bijkomend negatief effect is dat het onderwijs zo steeds verder van de leerling af komt te staan wat noodgedwongen tot verandering in het onderwijs leidt. De reactie van de leerling is daarbij heel belangrijk. De conrector haalt het voorbeeld aan van een docent bij het vak natuurkunde. Telkens wanneer de les ten einde was en de leerlingen het lokaal verlieten, konden zij op een rode (slechte) of groene (goede) knop drukken, gebaseerd op hoe zij de les hadden ervaren. Dit is een uitstekende mogelijkheid om direct reactie te krijgen op hoe de afgelopen les was die je als docent hebt gegeven. Desondanks vereist deze manier van reflectie wel een goede mate van zelfvertrouwen van

de docent. Vaak komt namelijk voor, zoals bij de oudere docenten, dat ze bang zijn voor de reactie van de leerlingen. De mate van zelfvertrouwen van de docent speelt daarbij een belangrijke rol De docent moet voldoende zelfverzekerd zijn om de feedback van leerlingen te kunnen ontvangen. Dit blijkt echter vaak niet het geval 40 Source: http://www.doksinet Wanneer de verbinding met de leerlingen er niet is en de docent is zich daar bewust van, heeft dat een zeer negatieve invloed op het welbevinden van de docent. Desondanks, wanneer de connectie wel goed is geeft het inhoud aan hetgeen wat de docent dagelijks doet, namelijk les geven. De conrector haalt daarbij het zogenoemde “Nederlands Elftal Effect” aan. Wanneer het Nederlands Elftal wint, hebben wij (als Nederland) gewonnen Maar wanneer het Nederlands Elftal verliest, hebben zij (het team) verloren. Sommige docenten passen dit effect toe aan hun manier van lesgeven. Bijvoorbeeld wanneer alle leerlingen een acht halen voor

een proefwerk, is dit te danken aan de manier van lesgeven van de docent. Echter, wanneer de leerlingen allemaal een drie halen komt dit omdat deze leerlingen ook nooit hun huiswerk maakten en niet goed opletten. De conrector wijst hierbij op het feit dat het altijd in het lesgeven aan de docent ligt. In het geval van de drieën voor het proefwerk, heeft de docent niet voldoende de aandacht weten te trekken van de leerlingen om zo de informatie goed over te brengen. Dit alles doelt op de verbinding met de leerling Wanneer de docent de slechte resultaten toe-eigent aan de leerlingen, ziet hij geen verbinding met de leerling want hij of zij is daar als docent om ervoor te zorgen dat de leerlingen een goed punt halen. De conrector en collega’s hebben er een aantal keer voor kunnen zorgen dat een burnout op het juiste moment werd getackeld. Als voorbeeld gaf hij de jongere, vrouwelijke docenten in het onderwijs. Aldus de conrector waren deze vrouwen heel perfectionistisch waardoor ze hun

privé leven (jonge kinderen, man, etc.) maar ook hun carrière zo perfect mogelijk willen inrichten. Deze vrouwen zaten in een emotionele uitputting De gedeelde persoonlijke kenmerken die de conrector tussen deze vrouwen zag waren: het heel perfectionistisch zijn, geen rust hebben en emotionele uitputting. Uit ervaring is gebleken dat de persoonlijke kenmerken en de huidige situatie van de persoon leidt tot een “cocktail” die plotseling knapt. Wanneer deze cocktail knapt en het dus voor die persoon allemaal te veel wordt, spelen de kenmerken van een burn-out op. Ik vroeg de conrector hoe hij de rol van het zelfvertrouwen van een docent heeft ervaren in de relatie tot de docent leerling interactie en burn-out van een docent. In eerste instantie reageerde de conrector dat hij het zelfvertrouwen van een docent heeft ervaren als een positieve werking. Desondanks kan het ook enigszins gevaarlijk zijn en leiden tot zelfingenomenheid van een docent. Met zelfingenomenheid bedoelt de

conrector dat een docent reageert met bijvoorbeeld het volgende: “die leerling heeft een onvoldoende omdat hij zijn huiswerk nooit af heeft”. De zelfingenomenheid van een docent leidt vervolgens weer tot weinig zelfreflectie waardoor de docent ook niet open staat voor feedback van een leerling. 41 Source: http://www.doksinet Uit ervaring van de conrector is gebleken dat de neiging naar zelfingenomenheid het vaakst voorkomt onder, opnieuw, oudere docenten. De oudere docenten zijn al langer bevestigd dat ze, in hun ogen, goed onderwijs geven. Echter, wanneer docenten met een hele hoge mate van zelfingenomenheid zich bewust worden van de zelfingenomenheid geeft hen dat een klap in het gezicht wat juist weer kan leiden tot een burn-out. Verdergaande in het interview komt meneer de conrector terug op wat hij eerder stelde, namelijk dat zelfingenomenheid ook wel een gezien kan worden als een hele hoge mate van zelfvertrouwen. Samen kwamen we erachter dat zelfingenomenheid niet per se

een hele hoge mate van zelfvertrouwen is en eigenlijk iets anders betekent. Docenten die zelfingenomen zijn durven namelijk niet met leerlingen de confrontatie en connectie aan te gaan om te vragen wat ze wel of niet goed vonden van de gegeven les. De conrector kwam daarmee tot de conclusie dat inderdaad een docent met een hoge mate van zelfvertrouwen verder van een burn-out af staat. Tot slot werd de mogelijke aanleiding van een burn-out besproken. De conrector ziet daar een verschil in aanleidingen voor jonge docenten en oudere docenten. Bij jongere docenten is het vaak de combinatie van privé leven en het maken van carrière. De jonge docent is erg bezig met zichzelf te ontwikkelen en zichzelf staande te houden voor de klas. Pas eind 20 krijgen deze docenten de notie van waar ze mee bezig zijn en wordt de nut en noodzaak van het onderwijs weer heel belangrijk. Zoals al eerder genoemd, ervaart de conrector dat het onder de oudere docenten juist te maken heeft met het conservatieve

gedrag en af en toe de zelfingenomenheid. In vergelijking met andere beroepsgroepen is al een aantal jaren gebleken dat er een hoge mate van burn-out voorkomt in het onderwijs. De conrector reageert hier op door te zeggen: binnen het onderwijs doen we het nog steeds hetzelfde, we geven nog steeds op dezelfde manier les. Als we het anders gaan doen (talent gericht, individueel gericht leren) zal deze hoge mate van burn-out misschien afnemen. 42 Source: http://www.doksinet Appendix D Interview with a HR professional in the food sector. Uit ervaring van de HR professional is gebleken dat een goede relatie tussen collega’s onderling bestaat uit wederzijds vertrouwen en eerlijkheid naar elkaar. Collega’s vinden het belangrijk dat ze op elkaar kunnen rekenen en elkaar opvangen daar waar nodig is. Het werken in teamverband en de mate van saamhorigheidsgevoel is daar van groot belang. Als voorbeeld kaart de HR professional de situatie waarin bleek dat een werknemer in het weekend

terug was gekomen naar het werk om een machine in de fabriek aan te zetten. Deze actie had hem, aldus zijn teamleider, maximaal een half uur gekost. Desondanks had deze werknemer genoteerd dat hij die zaterdag zes en een half uur heeft gewerkt. De HR professional kan dit niet controleren. Echter, zijn teamleider heeft hier een punt van gemaakt door bij de HR professional aan te kaarten dat de werknemer nooit zes en een half uur aanwezig is geweest. Dit voorval heeft de relatie tussen werknemer en teamleider verslechterd omdat het de betrouwbaarheid en eerlijkheid heeft geschaafd. Daarnaast benoemt de HR professional dat de relatie tussen collega’s onderling verslechterd wanneer collega’s het idee hebben dat een werknemer de kantjes ervan afloopt of zichzelf te vaak ziek meldt wanneer dit niet het geval is. Bovenal is gebleken dat wanneer de werknemer zelf merkt dat zijn of haar relatie met collega’s niet goed is, de werknemer zichzelf vaak ziek meldt en geen zin meer heeft om

zich tussen zijn of haar collega’s te bevinden. De werknemer gaat collega’s negeren en ontlopen De HR professional duidt daarbij ook op het feit dat de werknemers met een slechte relatie met andere collega’s, vaak op zichzelf gericht zijn en zich afsluiten van de rest. Zij ontlopen het werken in teamverband. Als voorbeeld noemt de HR professional de mannelijk werknemer van 40 jaar die na een hele tijd uiteindelijk zelf bij het bedrijf is wegegaan. Deze collega deed er niet veel aan om deel uit te maken van het team van collega’s. Hij meldde zich vaak ziek, zelf wanneer hij net terug van vakantie was. Deze werknemer gaf ook aan dat hij niet lekker in zijn vel zat. Zijn persoonlijke houding zat hem in de weg, hij bevond zich in een kwetsbare gemoedstoestand, zijn karakter zat hem dwars en hij had depressieve doemgedachten. Zijn functie binnen het bedrijf bestond uit veel vrijheid en daar wilde hij continue wijzigingen in. De werknemer wilde namelijk aan de ene kant veel vrijheid,

echter wanneer hem deze vrijheid werd gegeven, wist hij niet hoe er mee om te gaan. Bovenal kon hij moeilijk omgaan met situaties die anders verliepen dan hoe hij ze zelf had beoogd. Deze opeenstapeling van negatieve invloeden op zijn werkgedrag, zorgden ervoor dat de 43 Source: http://www.doksinet bedrijfsarts hem wees op een cognitieve gedragstherapie. Uiteindelijk is deze werknemer in 2015 in totaal 212 dagen ziek thuis geweest. De HR professional dacht dat dit ook te maken had met de onzekerheid in eigen kunnen van de werknemer zelf. Echter, dit blijft gissen wanneer de werknemer dit niet hard op uit spreekt. Wel bleek deze werknemer heel erg te zitten met zijn eigen gezondheidsproblemen. Doordat hij zich niet kon concentreren, geen energie had en heel moe was kwam hij zolang thuis te zitten. Zijn collega’s en de werknemer zelf hebben nog even gedacht dat door deze opeenstapeling hij zichzelf iets aan zou doen. Sprake van depressiviteit was er zeker. De bedrijfsarts verklaarde

stress als bron voor zijn ziekteverzuim, de oplossing daarvoor was ontspanning. Daardoor kwam de werknemer lang thuis te zitten en heeft hij uiteindelijk zelf besloten de organisatie te verlaten. Tevens is deze vicieuze cirkel van slechte gezondheid, weinig weerstand, niet goed uitzieken en vervolgens lang thuis zitten ook voorgekomen bij de HR professional zelf. Zij was toen 24 jaar oud en kampte met een hoge werkdruk waardoor een verkoudheid al snel te veel werd. Vervolgens was ze enkele dagen thuis om te herstellen maar ging ze alweer aan het werk voordat ze goed was uitgeziekt. Dit heeft ertoe geleid dat ze te maken kreeg met een chronische vermoeidheid (weinig energie, erg vermoeid) dat een aantal raakvlakken heeft met een burn-out. Desondanks heeft dit niet geleid tot een zogenoemde burn-out De precieze oorzaak en oplossing voor het feit dat de HR professional er weer bovenop is gekomen, is moeilijk aan te duiden aldus haarzelf. Ze is van mening dat het een combinatie is geweest

van verschillende factoren, net zoals dit is geweest bij werknemers die kampen met een vermoeidheid of burn-out. Vervolgens duidt de HR professional het voorbeeld aan van een vrouwelijke werkneemster van 28 jaar. Deze werkneemster kreeg de combinatie werk en privé leven niet meer op orde. Bovendien had ze al te maken met borderline en de combinatie van het opvoeden van drie moeilijke kinderen en financiële problemen maakten het er niet makkelijker op. De HR professional is niet van mening dat de oorzaak hiervan iets te maken had met een slechte collegiale relatie of een mindere mate van zelfvertrouwen. Deze werkneemster lag namelijk redelijk goed in de groep en was zeker niet op haar mondje gevallen waardoor ze gemakkelijk aangaf wanneer iets haar niet aanstond. Voor de HR professional was het duidelijk dat het met name in de privé situatie van deze werkneemster zat. Het werk kon ze er eigenlijk niet bij hebben Als bedrijf hebben ze daardoor verschillende keren haar contracturen

aangepast. Desondanks was ook dit niet de juiste oplossing omdat de werkneemster haar werkuren nodig had om de financiële problemen op te lossen. Het gevolg van deze opeenstapeling leidde tot ziekteverzuim van maar liefst twee jaar. Desondanks is 44 Source: http://www.doksinet niet met zoveel woorden gezegd dat ze burn-out was verklaard. De HR professional denkt dat dit te maken heeft met het feit dat een aantal jaar geleden het concept burn-out een nog niet zo alledaags en populair begrip was. In deze twee jaar was de relatie met collega’s en deze werkneemster afgezwakt. Collega’s kregen moeilijk contact met haar en vonden het lastig daarmee om te gaan. Ook de werkneemster zelf had veel moeite met het onder ogen komen van haar collega’s. Enkele keren heeft ze het bedrijf nog bezocht, echter nam ze daarbij altijd een vriend of kennis mee. Tot slot vraag ik de HR professional wat voor grote verschillen ze heeft gezien met betrekking tot het geslacht in relatie met burn-out en

de leeftijd van de werknemers. Daaruit blijkt dat de vrouwelijke collega’s vaak op jonge leeftijd te maken krijgen met een burn-out en dan met name omdat ze moeite hebben met het combineren van werk en privé leven. Mannelijke werknemers zijn daarentegen wat ouder wanneer ze verschijnselen van een burnout tonen en de oorzaak hiervan ligt vaak in de persoon zelf (gemoedstoestand, karakter, in de knoop met zichzelf en onzekerheid). 45