Deciding to leave but staying: teacher burnout, precursors and turnover
研究教师倦怠导致离职意愿与实际留下的矛盾，提出基于员工能力与工作需求比较的模型，识别倦怠前兆行为以改善离职管理。
Changing jobs or professions, which is one reported behavioural outcome of teacher burnout (Lee and Asforth, 1990), is a logical method of escape. Unfortunately, large percentages of teachers who suffer burnout remain in their positions (Jackson et al ., 1986; Watts and Short, 1990) and may negatively affect the educational process. If the potential negative effects of burnout are to be avoided, it is necessary to identify behaviours that may serve as precursors to burnout. A model is presented here that incorporates a direct comparison between an employee's capacity and job demands (Jaques, 1961). The behaviours resulting from these comparisons are unique and may serve as precursors to the more intense attitudinal and behavioural outcomes associated with burnout (Cherniss, 1980a, 1980b; Maslach and Jackson, 1981, 1986). In addition, each unique behaviour (Jaques, 1961) represents an opportunity to manage turnover better and to intervene in the burnout process.