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A Social-Psychological Grounded Theory of Teacher Stress and Burnout
Abstract
This article presents a social-psychological model of teacher stress and burnout which emphasizes the importance of teacher performance variables and cycles of teacher-student interactions that develop over time. The theoretical statements that serve as the basis of the framework proposed in this report have been extracted and refinedfrom the Teacher Performance-Motivation Theory (TP-M Theory), a data-based, grounded theory developed directlyfrom a study of public school teachers.
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Citations
Cited by
An appraisal perspective of teacher burnout: Examining the emotional work of teachers
Chang, M.-L. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9106-y · Cited by 1,349
Classroom management self-efficacy and burnout: A multivariate meta-analysis
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014) · Educational Psychology Review · doi:10.1007/s10648-013-9244-0 · Cited by 560
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010) · Educational Psychology · doi:10.1080/01443410903494460 · Cited by 456
Stressors, Self‐Efficacy, Coping Resources, and Burnout among Secondary School Teachers in Spain
Betoret, F. D. (2006) · Educational Psychology · doi:10.1080/01443410500342492 · Cited by 438
Stress and Burnout in Rural and Urban Secondary School Teachers
Abel, M. H., & Sewell, J. (1999) · The Journal of Educational Research · doi:10.1080/00220679909597608 · Cited by 436
Metadata
- Authors
- Blase, J. J.
- Venue
- Educational Administration Quarterly
- Publisher
- SAGE Publications
- Published
- 1982-11
- Volume
- 18
- Issue
- 4
- Pages
- 93-113
- ISSN
- 0013-161X (ISSN-L)
- 1552-3519
- OpenAlex
- W2091674048
- Cited by
- 214
- References
- 0
- FWCI
- 0.73
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: A Social-Psychological Grounded Theory of Teacher Stress and Burnout. https://app.cochat.ai/papers/10.1177/0013161x82018004008
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- Blase, J. J. (1982). A Social-Psychological Grounded Theory of Teacher Stress and Burnout. Educational Administration Quarterly. https://doi.org/10.1177/0013161x82018004008
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
