In this study self-reported stress and burn-out levels between general and special education teachers in the Netherlands are compared. More than eight hundred teachers were assessed with the Utrechtse Burnout Schaal (UBOS-L/MBI) to determine their levels of emotional exhaustion, depersonalization, and personal accomplishment within the school context. We also used instruments to measure different stress indicators (personal characteristics: self-efficacy, negative affect, and student characteristics: student responsibility and discipline, studentpeer relationships, and class size). Contrary to recent findings in the United States (Shoho, 2002), results regarding burnout did not show any significant differences between general education teachers (n=604) and special education teachers (n=206). However, we do find significant differences in stress indicators explaining burnout. We also looked for factors other than those intrinsic to teaching, by crossnationally comparing teacher stress and burnout. Teachers in the U.S. and the Netherlands differ significantly in burnout level. U.S. teachers experience more burnout.
Electronic book. Book of Abstracts of the 26th International Public Relations Research Symposium BledCom on the theme Trust and Reputation. Trust is a foundation of social (and organizational) order and also serves as the underpinning of healthy relationships, exchanges and transactions. There is a growing concern globally that social and organizational trust is eroding, and that it has become harder for organizations to build and protect relationships with stakeholders many of whom themselves seem to be in conflict. Digitalization and globalization have contributed significantly to changing the world order, leaving many people confused, disoriented and perhaps even scared.
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