@article{oai:nagasaki-u.repo.nii.ac.jp:00002930,
 author = {谷口, 弘一},
 journal = {長崎大学教育学部教育実践研究紀要},
 month = {Mar},
 note = {This study examined whether teachers' characteristics such as age, gender and the type of school moderate the relationships among perceived social support, self-efficacy and burnout of teachers by integrating and reanalyzing the data of our previous studies (Taniguchi & Tanaka, 2010, 2011). Participants were 401 school teachers (150 
elementary, 72 junior high, 134 senior high, 44 teachers of schools for the disabled, and 1 unidentified by school) with a mean age of 41.70 years. Regardless of age, gender and the type of school, teachers' perceived support from principals and colleagues generally had significant indirect influences on their burnout via their self-efficacy. In addition, for female, older, elementary school and junior high school teachers, their perceived support from principals and colleagues had significant direct effects on their burnout., 長崎大学教育学部教育実践研究紀要, 17, pp.155-162; 2018},
 pages = {155--162},
 title = {上司・同僚からのサポート，教師効力感，バーンアウトの関連―年齢，性別，学校種による検討―},
 volume = {17},
 year = {2018}
}