Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model (CROSBI ID 285849)
Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Kim, Lisa ; Burić, Irena
engleski
Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model
It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout ; however, the temporal order of the construct predictions has rarely been examined. We used an autoregressive cross-lagged panel design to examine whether TSE and burnout are concurrently associated with each other, whether TSE predicts future burnout levels, and/or whether burnout predicts future TSE levels. An initial sample of 3002 Croatian teachers (82% female) from across three educational levels (i.e., elementary, middle, and secondary schools) with varying years of teaching experiences (M=15.28, SD=10.50) completed questionnaires on their levels of TSE and burnout (exhaustion and disengagement) at three time points (at approximately six-month intervals). We found that burnout has a more prominent role in predicting future levels of TSE than TSE does in predicting future levels of burnout. These findings challenge the theoretical and empirical conceptualizations assuming that TSE is a predictor of burnout. Policies and interventions that focus on decreasing teacher burnout rather than increasing TSE levels may be best.
teacher burnout ; self-efficacy ; teacher effectiveness ; teacher retention ; structural equation modelling
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Podaci o izdanju
112 (8)
2020.
1661-1676
objavljeno
0022-0663
1939-2176
10.1037/edu0000424
Povezanost rada
Obrazovne znanosti, Psihologija