Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)

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Psychology

ISSN Print: 2152-7180
ISSN Online: 2152-7199
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"Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)"
written by Janne Pietarinen, Kirsi Pyhältö, Tiina Soini, Katariina Salmela-Aro,
published by Psychology, Vol.4 No.1, 2013

has been cited by the following article(s):

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[3]	Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction Teacher Development, 2024 DOI:10.1080/13664530.2023.2295414

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[6]	Teacher Educator Wellbeing, Stress and Burnout: A Scoping Review Education Sciences, 2023 DOI:10.3390/educsci13040351

[7]	Profiles of teacher’s professional agency in the classroom across time Scandinavian Journal of Educational Research, 2023 DOI:10.1080/00313831.2023.2196536

[8]	The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach European Early Childhood Education Research Journal, 2022 DOI:10.1080/1350293X.2022.2046830

[9]	Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories Frontiers in Education, 2022 DOI:10.3389/feduc.2022.858896

[10]	Experienced risk of burnout among teachers with persistent turnover intentions Teacher Development, 2022 DOI:10.1080/13664530.2022.2055629

[11]	The role of school ICT construction and teacher information literacy in reducing teacher burnout: Based on SEM and fsQCA Education and Information Technologies, 2022 DOI:10.1007/s10639-022-10989-7

[12]	Experienced burnout and teacher–working environment fit: a comparison of teacher cohorts with or without persistent turnover intentions Research Papers in Education, 2022 DOI:10.1080/02671522.2022.2125054

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[15]	The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach European Early Childhood Education Research Journal, 2022 DOI:10.1080/1350293X.2022.2046830

[16]	Teacher burnout explained: Teacher-, student-, and organisation-level variables Teaching and Teacher Education, 2021 DOI:10.1016/j.tate.2020.103221

[17]	Is individual- and school-level teacher burnout reduced by proactive strategies? International Journal of School & Educational Psychology, 2021 DOI:10.1080/21683603.2021.1942344

[18]	Teacher burnout profiles and proactive strategies European Journal of Psychology of Education, 2020 DOI:10.1007/s10212-020-00465-6

[19]	Role of burnout and mentoring between high performance work system and intention to leave: Moderated mediation model Journal of Business Research, 2019 DOI:10.1016/j.jbusres.2018.12.068

[20]	Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study British Educational Research Journal, 2019 DOI:10.1002/berj.3516

[21]	Burnout em professores universitários do ensino particular Psicologia Escolar e Educacional, 2019 DOI:10.1590/2175-35392019017785

[22]	Special education teachers’ experienced burnout and perceived fit with the professional community: A 5‐year follow‐up study British Educational Research Journal, 2019 DOI:10.1002/berj.3516

[23]	Teacher educators’ approaches to teaching and the nexus with self-efficacy and burnout: examples from two teachers’ universities in China Journal of Education for Teaching, 2018 DOI:10.1080/02607476.2018.1450954

[24]	Student teachers’ proactive strategies for avoiding study-related burnout during teacher education European Journal of Teacher Education, 2018 DOI:10.1080/02619768.2018.1448777

[25]	Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies Social Psychology of Education, 2017 DOI:10.1007/s11218-017-9379-9

[26]	The Development and Psychometric Properties of the Teacher Social Stress Scale-Student Related (TSS-Sr) Scandinavian Journal of Educational Research, 2017 DOI:10.1080/00313831.2017.1336481

[27]	What if teachers learn in the classroom? Teacher Development, 2016 DOI:10.1080/13664530.2016.1149511

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	1655362766

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