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; Schmeck, Annett; Leutner, Detlev
Titel	Self-Efficacy in Classroom Management, Classroom Disturbances, and Emotional Exhaustion: A Moderated Mediation Analysis of Teacher Candidates
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.569-583 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035504
Schlagwörter	Self Efficacy; Classroom Techniques; Longitudinal Studies; Teacher Burnout; Behavior Problems; Student Behavior; Foreign Countries; Case Studies; Preservice Teachers; Stress Variables; Hypothesis Testing; Prediction; Models; Preservice Teacher Education; Goodness of Fit; Role; Correlation; Germany + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Klassenführung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Student behaviour; Schülerverhalten; Ausland; Case study; Fallstudie; Case Study; Hypothesenprüfung; Hypothesentest; Vorhersage; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Rollen; Korrelation; Deutschland
Abstract	While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates 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 was used to test this hypothesis in 2 complementary studies. 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 our assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for pre-existing 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01