The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model.

Lin, Yishan; Ameyaw, Moses A; Zhang, Qinhan; Sun, Binghai; Li, Weijian

Lin, Yishan; Ameyaw, Moses A; Zhang, Qinhan; Sun, Binghai; Li, Weijian.

Afiliação

Lin Y; College of Teacher Education, Zhejiang Normal University, Jinhua, China.
Ameyaw MA; College of Psychology, Zhejiang Normal University, Jinhua, China.
Zhang Q; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, China.
Sun B; Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua, China.
Li W; College of Teacher Education, Zhejiang Normal University, Jinhua, China.

Front Public Health ; 10: 956243, 2022.

Article em En | MEDLINE | ID: mdl-36620242

Assuntos

Esgotamento Profissional; COVID-19; Humanos; Pandemias; Inquéritos e Questionários; COVID-19/epidemiologia; Esgotamento Profissional/epidemiologia; Esgotamento Profissional/psicologia; Professores Escolares/psicologia

Palavras-chave

perceived organizational support; professional identity; psychological resilience; teacher burnout; work engagement

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Texto completo: 1 Coleções: 01-internacional Contexto em Saúde: 4_TD Base de dados: MEDLINE Assunto principal: Esgotamento Profissional / COVID-19 Tipo de estudo: Prognostic_studies Limite: Humans Idioma: En Revista: Front Public Health Ano de publicação: 2022 Tipo de documento: Article

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