Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge.

Autor/inn/en	Dicke, Theresa; Parker, Philip D.; Holzberger, Doris; Kunina-Habenicht, Olga; Kunter, Mareike; Leutner, Detlev
Titel	Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Gefälligkeitsübersetzung: Wirksamkeit und emotionale Erschöpfung von Lehramtsreferendaren: Latente Veränderungen, Reziprozität und der Einfluss des Fachwissens.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 62-72Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2014.11.003
Schlagwörter	Beruflicher Stress; Eigenschaft; Emotion; Psychischer Stress; Selbstwirksamkeit; Lehrer; Fachwissen; Übergang Schule - Beruf; Ermüdung; Erschöpfung; Beruf
Abstract	Explored within- and between-person changes in beginning teachers' emotional exhaustion and teacher self-efficacy, as well as the effects of professional knowledge on teacher well-being. 1,740 teacher candidates (mean age 27 years) at the beginning of their internship in elementary schools, vocational high schools, and university-tracked high schools were assessed with a short version of the emotional exhaustion subscale of the Maslach Burnout Inventory (MBI), the Teacher Self-Efficacy Scale, and an educational knowledge scale (from the BilWiss Study). Additional data were obtained from a reduced sample of 362 beginning teachers one year later. Results of latent change score modeling showed that teachers perceived an increase of emotional exhaustion within the first year of teaching, but only a small increase in self-efficacy. Substantial between-person differences were also found. Emotional exhaustion appeared as a predictor for changes in self-efficacy rather than vice versa. Moreover, professional knowledge, which can be fostered in the early stages of teacher education, appears to provide a protective buffering effect for emotional exhaustion. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3