A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
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DOI：
10.1016/s0742-051x(99)00057-8
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发表时间：
2000-02-01
影响因子：
3.9
通讯作者：
Tomic, W
中科院分区：
文献类型：
--
作者：
Brouwers, A;Tomic, W
本研究对243名中学教师课堂管理自我效能感与倦怠三个维度的关系进行了方向和时间框架研究。结构方程模型分析表明，自我效能感对人格解体具有纵向影响，对个人成就感具有同步影响。而自我效能感与情绪耗竭的关系则相反；时间框架是同步的。结论是，在设计预防和治疗中学教师职业倦怠的干预措施时，必须考虑课堂管理中的感知自我效能感。(C) 2000 Elsevier Science Ltd.版权所有。
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-efficacy had a longitudinal effect 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. (C) 2000 Elsevier Science Ltd. All rights reserved.