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-effcacy had a longitudinal e!ect 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.
| Original language | English |
|---|---|
| Pages (from-to) | 239-253 |
| Number of pages | 15 |
| Journal | Teaching and Teacher Education |
| Volume | 16 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Feb 2000 |
Keywords
- Burnout; Self-efficacy; Longitudinal studies; Secondary school teachers; Structural equation modeling
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Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8