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dc.contributor.authorBaeriswyl-Zurbriggen, Sophie
dc.contributor.authorKrause, Andreas
dc.contributor.authorMustafic, Maida
dc.date.accessioned2021-09-10T09:57:07Z
dc.date.available2021-09-10T09:57:07Z
dc.date.issued2021-05-26
dc.identifier.issn2471-9854
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/32621
dc.description.abstractIn 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.en_US
dc.description.urihttps://clinical-psychiatry.imedpub.com/teachers-emotional-exhaustion-selfendangering-work-behavior-as-novel-concept-and-explanatory-mechanism.pdfen_US
dc.language.isoen_USen_US
dc.publisheriMedPub Journalsen_US
dc.relation.ispartofClinical Psychiatryen_US
dc.accessRightsAnonymous*
dc.subjectCoping; Emotional exhaustion; Prolonging working hours; Self- endangering work behavioren_US
dc.titleTeacher’s Emotional Exhaustion: Self- Endangering Work Behavior as Novel Concept and Explanatory Mechanismen_US
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin*
dc.volume7en_US
dc.issue3:96en_US
dc.spatialLondonen_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.InventedHereYesen_US
fhnw.IsStudentsWorknoen_US


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