Previous research has shown that burnout among college teachers is negatively associated with on-task learning and student-oriented concerns expressed as tactics on influence in class. Using data collected from 142 college teachers, this study examined this relationship. Burnout was measured on Cherniss's measure, and tactics of influence were assessed by the Behavior Alteration Message Technique. Analysis indicated burnout in teachers was positively related to pressure and position tactics on influence and negatively related to exchange of rewards, rational arguments, and feedback tactics of influence.
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