Mối liên hệ giữa hành vi gây nhiễu của học sinh với sự kiệt sức nghề nghiệp ở giáo viên trung học cơ sở: Nghiên cứu tại Thành phố Hồ Chí Minh
Tóm tắt
In the context of educational reform and increasing pressure in the school environment, students' misbehavior has become an increasing hindrance for teachers' psychological well-being and professional sustainability. This study examines the relationship between students’ misbehavior behavior and teacher burnout among lower secondary school teachers, with a particular focus on the mediating role of emotion regulation strategies in this relationship. A cross-sectional, non-experimental quantitative design was employed, involving 201 secondary school teachers in Ho Chi Minh City. Regression and mediation analyses revealed a significant positive association between perceived student misbehavior and teacher burnout. Among the two emotion regulation strategies investigated, neither cognitive reappraisal nor expressive suppression mediated this relationship. These findings suggest that student misbehaviors have a direct impact on teacher burnout, whereas emotion regulation strategies did not provide a protective effect. The study highlights the need for institution-level psychological interventions to support teachers in coping with the pressure from student misbehavior.
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