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Aboagye, M.O., Boateng, P., Asare, K., Sekyere, F.O., Antwi, C.O. and Qin, J. (2020) Managing Conflictual Teacher-Child Relationship in Pre-Schools: A Preliminary Test of the Job Resources Buffering-Effect Hypothesis in an Emerging Economy. Children and Youth Services Review, 118, Article ID: 105468.
https://doi.org/10.1016/j.childyouth.2020.105468

has been cited by the following article:

• TITLE: Are Socio-Demographics and Work Characteristics Still Important in Burnout among Preschool Teachers? Insights from Structured Latent Mean Analysis “SLMA”

  AUTHORS: Michael Osei Aboagye

  KEYWORDS: Teacher Burnout, Preschool Education, Socio-Demographics, Work Characteristics

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.4, April 30, 2025

  ABSTRACT: The severe consequences of occupational burnout highlight the need for extensive research into the risk factors contributing to its development, particularly among preschool teachers in low-and middle-income countries. To address this gap, the present study employs advanced statistical analytic technique (i.e., Structured Latent Means Analysis “SLMA”), to investigate the relationship between teacher demographics, work characteristics, and the incidence of burnout among preschool teachers in a LMIC with challenging socioeconomic conditions. The SLMA results revealed that burnout syndrome varied significantly between socio-demographics and work characteristics. Practical implications for ECE job re-design and burnout management programs are discussed.