Affiliation:
1. Department of School Administration at the University of Northern Iowa.
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.
Subject
Public Administration,Education
Cited by
112 articles.
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