| Autor: |
Corbin CM; School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida., Lyon AR; Department of Psychiatry and Behavioral Sciences, University of Washington., Collins VK; Department of Psychiatry and Behavioral Sciences, University of Washington., Ehrhart MG; Department of Psychology, University of Central Florida., Goosey R; Department of Psychiatry and Behavioral Sciences, University of Washington., Locke J; Department of Psychiatry and Behavioral Sciences, University of Washington. |
| Jazyk: |
angličtina |
| Zdroj: |
School psychology (Washington, D.C.) [Sch Psychol] 2024 May; Vol. 39 (3), pp. 269-279. Date of Electronic Publication: 2023 Sep 07. |
| DOI: |
10.1037/spq0000577 |
| Abstrakt: |
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based practice and program (EBP) implementation goes unsupported, implementation challenges might result in chronic stress among school personnel that leads to burnout. While generally effective leadership tends to decrease educator burnout, implementation-specific leadership may also decrease burnout through its strategic supports for EBP implementation. A series of linear regression and path models were used to examine the concurrent association between transformational (e.g., general) and implementation (e.g., strategic) leadership and burnout and its component parts (i.e., emotional exhaustion, depersonalization, personal accomplishment). In a sample of 338 school personnel, we found transformational and implementation leadership were each significantly associated with decreased burnout. However, transformational leadership was not significantly associated with any of the three burnout components, whereas implementation leadership was significantly associated with increased personal accomplishment. These results suggest both general and strategic forms of leadership are key supports for school personnel burnout and as such, leaders may benefit from training to improve each. Additional implications for schools and future directions to understand how best to support school personnel are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved). |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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