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 |
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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