The relation between teacher burnout and teachers' attributions and practices regarding school behaviour problems

This study focuses on the burnout concept in relation to teachers' percepti ons of school behaviour problems. Specifically, 200 elementary teachers wer e assessed in terms of their explanatory attributions and their preferred p ractices regarding four school behaviour problems. The teacher burnout was assessed by the Maslach Burnout Inventory. The results showed that teachers ' misbehaviour-related attributions and preferred practices differentiate s ignificantly the burnout levels experienced by the teachers. One means of m ore adequately dealing with teacher burnout might involve the evaluation of teachers' attributions and perceptions regarding work stressors.