Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support
Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support
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DOI：
10.1016/j.jsp.2011.07.003
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发表时间：
2012-02-01
影响因子：
5
通讯作者：
Hershfeldt, Patricia A.
中科院分区：
文献类型：
--
作者：
Pas, Elise T.;Bradshaw, Catherine P.;Hershfeldt, Patricia A.
尽管一些研究将教师效能低下和职业倦怠与教学质量和学生的学业成绩联系起来，但预测教师效能和职业倦怠的研究检查因素有限。本研究采用纵向、多层次建模方法来研究教师和学校层面的因素对教师效能和职业倦怠发展的影响。数据在 2 个学年中从 31 所小学的 600 名教师中收集了 3 次。结果表明，教师的效能和倦怠随着时间的推移而增加。教师的准备情况以及对教师归属感和领导力的看法与教师效能和倦怠的拦截和增长显着相关：然而，学校层面的因素通常与这两种结果无关。讨论了筛查和针对教师的干预措施的影响。 (C) 2011 年学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
Although several studies relate low teacher efficacy and high burnout to the quality of instruction and students' academic achievement, there has been limited research examining factors that predict teacher efficacy and burnout. The current study employed a longitudinal, multilevel modeling approach to examine the influence of teacher- and school-level factors on the development of both teacher efficacy and burnout. Data were collected 3 times across 2 academic years from 600 teachers at 31 elementary schools. The results indicated that both teacher efficacy and burnout increased over time. Teacher preparedness and perceptions of teacher affiliation and leadership were significantly associated with both the intercept and growth of teacher efficacy and burnout: however, school-level factors were generally unrelated to both outcomes. Implications for screenings and teacher-targeted interventions are discussed. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.