Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

Autor/inn/en	Dicke, Theresa; Parker, Philip D.; Marsh, Herbert W.; Kunter, Mareike; Leutner, Detlev; Schmeck, Annett
Titel	Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.
Quelle	In: The journal of educational psychology, 106 (2014) 2, S. 569-583Infoseite zur Zeitschrift Verfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Beruflicher Stress; Selbstwirksamkeit; Verhalten; Lehramtsstudent; Verhaltensauffälligkeit; Klassenführung
Abstract	Examined self-efficacy in classroom management, classroom disturbances, and emotional exhaustion in teachers via a moderated mediation analysis of teaching candidates. The present research integrated findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers' level of self-efficacy in classroom management. A sample of 1,227 German teacher candidates (mean age 29 years) was used to test this hypothesis in two complementary studies. Measures included the German versions of the Maslach Burnout Inventory (MBI) and the Self-Efficacy in Classroom Management subscale of the Teachers' Sense of Efficacy Scale (TSES). Study 1, based on the whole sample, utilized latent modeling and latent interactions, while Study 2 was based on a random longitudinal subsample of Study 1. The results generally supported the assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for preexisting differences. Thus, self-efficacy in classroom management predicted emotional exhaustion via classroom disturbances only when self-efficacy in classroom management was low. Implications for teacher preservice training, based on the results, are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2017/4