Literaturnachweis - Detailanzeige
| Autor/inn/en | Eddy, Colleen L.; Huang, Francis L.; Cohen, Daniel R.; Baker, Kirsten M.; Edwards, Krista D.; Herman, Keith C.; Reinke, Wendy M. |
|---|---|
| Titel | Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions? |
| Quelle | (2020), (18 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Psychological Patterns; Fatigue (Biology); Self Efficacy; Predictor Variables; Discipline; Suspension; Elementary School Teachers; Teacher Burnout; Hierarchical Linear Modeling; Measures (Individuals); Self Concept Measures; Missouri (Saint Louis); Maslach Burnout Inventory; Teachers Sense of Efficacy Scale |
| Abstract | Teacher emotional factors influence the classroom environment. The purpose of the study was to examine the association of teacher emotional exhaustion and teacher efficacy with student office discipline referrals (ODRs), in-school suspensions (ISSs), and out-of-school suspensions (OSSs) using multilevel logistic regression models. The sample included 105 teachers and 1,663 students from nine elementary schools in the United States. Higher teacher emotional exhaustion was associated with increased use of ODR and ISS but not OSS. For students with teachers experiencing burnout, the odds of receiving an ISS increased by a factor of 1.74 (d=0.31). Greater teacher efficacy was also associated with lower use of OSS but not ODR or ISS. The results suggest that improving teacher efficacy and reducing teacher emotional exhaustion may support the reduced use of exclusionary discipline practices. [This is the online version of an article published in "School Psychology Review." For the final published version of this article, see EJ1279381.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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