A longitudinal study of teacher burnout and perceived self-efficacy in classroom management |
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| Institution: | 1. Niilo Mäki Institute, P.O. Box 35, 40014, Jyväskylä, Finland;2. University of Jyväskylä, Department of Education, P.O. Box 35, 40014, Jyväskylä, Finland |
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| Abstract: | This study examined the direction and time-frame of relationships between perceived self-efficacy in classroom management and the three dimensions of burnout among 243 secondary school teachers. Structural equation modeling (SEM) analyses indicated that perceived self-efficacy had a longitudinal effect on depersonalization and a synchronous effect on personal accomplishment. However, the direction was reversed for the relationship between perceived self-efficacy and emotional exhaustion; the time frame was synchronous. It was concluded that perceived self-efficacy in classroom management must be taken into consideration when devising interventions both to prevent and to treat burnout among secondary school teachers. |
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