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Emotional Well-Being as a Function of Professional Identity and Burnout among Homeroom and Subject Teachers

Author

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  • Shraga Fisherman

    (Shaanan College, Kiryat Shmuel, Haifa, Israel)

Abstract

The Israeli homeroom teacher’s role is relatively unique. Correlations between professional identity, burnout, and emotional well-being have been researched among various teacher populations. This study researched these correlations among teachers and homeroom teachers in three seniority groups. Professional identity, burnout, and emotional well-being questionnaires were answered by 431 teachers in Israeli elementary schools, around half of who were homeroom teachers. MANOVA analysis produced different interactions between seniority groups and position, regarding emotional exhaustion and depersonalization in burnout, and self-efficacy in professional identity. Regression analysis for predicting emotional well-being according to professional identity and burnout, produced different models among the groups, reflecting different aspects of two kinds of roles.

Suggested Citation

  • Shraga Fisherman, 2015. "Emotional Well-Being as a Function of Professional Identity and Burnout among Homeroom and Subject Teachers," Research Journal of Education, Academic Research Publishing Group, vol. 1(5), pages 64-78, 12-2015.
    • Handle: RePEc:arp:rjearp:2015:p:64-78
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    Cited by:

    1. Guoqin Dou & Guangxia Li & Yunyun Yuan & Bin Liu & Lifeng Yang, 2022. "Structural Dimension Exploration and Measurement Scale Development of Employee Involution in China’s Workplace Field," IJERPH, MDPI, vol. 19(21), pages 1-19, November.

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