A longitudinal study of teacher burnout and perceived self-efficacy in classroom management

A. Brouwers*, W. Tomic

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    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 languageEnglish
    Pages (from-to)239-253
    Number of pages15
    JournalTeaching and Teacher Education
    Volume16
    Issue number2
    DOIs
    Publication statusPublished - Feb 2000

    Keywords

    • Burnout; Self-efficacy; Longitudinal studies; Secondary school teachers; Structural equation modeling

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