Teacher’s emotional exhaustion: self-endangering work behavior as novel concept and explanatory mechanism

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Authors
Author (Corporation)
Publication date
26.05.2021
Typ of student thesis
Course of study
Collections
Institut Mensch in komplexen Systemen
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Type
01A - Journal article
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Parent work
Clinical Psychiatry
Special issue
DOI of the original publication
URI
https://irf.fhnw.ch/handle/11654/32621
Link
https://clinical-psychiatry.imedpub.com/teachers-emotional-exhaustion-selfendangering-work-behavior-as-novel-concept-and-explanatory-mechanism.pdf
Series
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Volume
7
Issue / Number
3
Pages / Duration
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Publisher / Publishing institution
iMedPub Journals
Place of publication / Event location
London
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Abstract
In a recently published article, Baeriswyl, Bratolic, and Krause (2021) introduced prolonging working hours as a coping behavior used by teachers, and using self- reported questionnaire-based data from 560 teachers in Switzerland, they demonstrated that it is related to emotional exhaustion—the core component of burnout. This Mini Review summarizes the most important findings from this focal article, embeds prolonging working hours into the concept of self-endangering work behavior (SEWB), and introduces the latest deliberations on SEWB. It outlines possibilities of measuring SEWB that may serve as a starting point for targeted activities in workplace health promotion in both schools and other occupational settings.
Keywords
Coping, Emotional exhaustion, Prolonging working hours, Self-endangering work behavior
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ISBN
ISSN
1534-8628
1555-2101
0160-6689
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Closed
License
Citation
Baeriswyl-Zurbriggen, S., Krause, A., & Mustafic, M. (2021). Teacher’s emotional exhaustion: self-endangering work behavior as novel concept and explanatory mechanism. Clinical Psychiatry, 7(3). https://irf.fhnw.ch/handle/11654/32621
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