Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis |
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| Authors: | Ariel M Aloe Laura C Amo Michele E Shanahan |
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| Institution: | 1. Educational Psychology and Foundations, 613 Schindler Education Center, University of Northern Iowa, Cedar Falls, IA, 50614-0607, USA
2. Counseling, School & Educational Psychology, University at Buffalo, SUNY, 413 Baldy Hall, Buffalo, NY, 14260, USA
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| Abstract: | Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed. |
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