000095774 001__ 95774
000095774 005__ 20221004075838.0
000095774 0247_ $$2doi$$a10.3390/su12176882
000095774 0248_ $$2sideral$$a120212
000095774 037__ $$aART-2020-120212
000095774 041__ $$aeng
000095774 100__ $$0(orcid)0000-0003-3789-3781$$aUsan Supervia, Pablo$$uUniversidad de Zaragoza
000095774 245__ $$aBurnout Syndrome, Engagement and Goal Orientation in Teachers from Different Educational Stages
000095774 260__ $$c2020
000095774 5060_ $$aAccess copy available to the general public$$fUnrestricted
000095774 5203_ $$aTeaching is a demanding occupation, physically, mentally, and emotionally, that, depending on personal characteristics, can have a negative impact on health and personal wellbeing, which can affect the way professors work and teach in schools. The aim of this study is to analyze the relationship between burnout, engagement, and goal orientation in a sample of teachers from different educational stages. The sample comprised 576 teachers from different schools, both male (N = 244; 42.36%) and female (N = 332; 57.63%) aged between 21 and 65 years (M = 38.55; DT = 12.15). The instruments used were the Maslach Burnout Inventory-General Survey (MBI-GS), the Work Engagement Scale (UWES) and the Perception of Success Questionnaire (POSQ). The results revealed that task orientation presents a significant correlation with engagement and self-efficacy, and negative correlation with burnout, in line with adaptive behaviors, and that ego orientation is correlated with engagement and commitment. It is concluded that both forms of goal orientation have a positive effect on teacher commitment and that they help to prevent burnout syndrome and also that self-efficacy plays a role in determining goal orientation in teachers in their work assignments.
000095774 536__ $$9info:eu-repo/grantAgreement/ES/DGA/FSE$$9info:eu-repo/grantAgreement/ES/DGA/S46-20R
000095774 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000095774 590__ $$a3.251$$b2020
000095774 592__ $$a0.611$$b2020
000095774 591__ $$aENVIRONMENTAL SCIENCES$$b124 / 273 = 0.454$$c2020$$dQ2$$eT2
000095774 593__ $$aEnergy Engineering and Power Technology$$c2020$$dQ1
000095774 591__ $$aENVIRONMENTAL STUDIES$$b60 / 125 = 0.48$$c2020$$dQ2$$eT2
000095774 593__ $$aEnvironmental Science (miscellaneous)$$c2020$$dQ1
000095774 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b30 / 44 = 0.682$$c2020$$dQ3$$eT3
000095774 593__ $$aRenewable Energy, Sustainability and the Environment$$c2020$$dQ1
000095774 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b6 / 9 = 0.667$$c2020$$dQ3$$eT3
000095774 593__ $$aManagement, Monitoring, Policy and Law$$c2020$$dQ1
000095774 593__ $$aGeography, Planning and Development$$c2020$$dQ1
000095774 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000095774 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera Bordas, Carlos$$uUniversidad de Zaragoza
000095774 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000095774 773__ $$g12, 17 (2020), 6882 [10 pp]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000095774 8564_ $$s381512$$uhttps://zaguan.unizar.es/record/95774/files/texto_completo.pdf$$yVersión publicada
000095774 8564_ $$s472551$$uhttps://zaguan.unizar.es/record/95774/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000095774 909CO $$ooai:zaguan.unizar.es:95774$$particulos$$pdriver
000095774 951__ $$a2022-10-03-13:33:31
000095774 980__ $$aARTICLE