著者

谷口 弘一 田中 宏二

出版者

長崎大学

雑誌

長崎大学教育学部紀要. 教育科学 (ISSN:13451375)

巻号頁・発行日

vol.75, pp.45-52, 2011-03-01

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This study examined the effects of support reciprocity in the relationships with principals and colleagues on self-efficacy and burnout among teachers. The respondents wore 122 school teachers (51 elementary school teachers, 9 junior high school teachers, 44 senior high school teachers, 17 teachers of school for the disabled, and 1 unidentified by school). They completed measures of social support exchange in the relationships with principals and colleagues, measurements of self-efficacy in student guidance, course instruction, and job relations, and a burnout assessment with a Japanese version of the Maslach Burnout Inventory. Teachers, support reciprocity in the relationships with principals related significantly to their self-efficacy in course instruction and job relations, and marginally significantly to their self-efficacy in student guidance. Results also indicated that teachers, support reciprocity in the relationships with colleagues correlated significantly with their self-efficacy in course instruction and marginally significantly with emotional exhaustion.