Teacher Self-Efficacy and Burnout: Determining the Directions of Prediction through an Autoregressive Cross-Lagged Panel Model

Autor/inn/en	Kim, Lisa E.; Buric, Irena
Titel	Teacher Self-Efficacy and Burnout: Determining the Directions of Prediction through an Autoregressive Cross-Lagged Panel Model
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1661-1676 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000424
Schlagwörter	Self Efficacy; Teacher Burnout; Predictor Variables; Foreign Countries; Elementary School Teachers; Middle School Teachers; High School Teachers; Structural Equation Models; Teacher Persistence; Measures (Individuals); Croatia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Prädiktor; Ausland; Elementary school; Grundschule; Volksschule; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Messdaten; Kroatien
Abstract	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 3,002 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 3 time points (at approximately 6-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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01