Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhu, Mingjing; Liu, Qian; Fu, Yao; Yang, Tianan; Zhang, Xingli; Shi, Jiannong |
|---|---|
| Titel | The Relationship between Teacher Self-Concept, Teacher Efficacy and Burnout |
| Quelle | In: Teachers and Teaching: Theory and Practice, 24 (2018) 7, S.788-801 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zhu, Mingjing) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1354-0602 |
| DOI | 10.1080/13540602.2018.1483913 |
| Schlagwörter | Correlation; Self Concept; Self Efficacy; Teacher Burnout; Teaching Experience; Structural Equation Models; Measures (Individuals); Teacher Effectiveness; Foreign Countries; China; Maslach Burnout Inventory; Teacher Efficacy Scale |
| Abstract | Teacher self-concept and efficacy have been investigated with burnout separately, while the two self-beliefs might work together to impact burnout. Guided by a model of the cyclical nature of teacher efficacy, we aimed to extend previous work on self-perceived predictors of teacher burnout by simultaneously investigating teacher self-concept and efficacy to detect the possibility of teacher efficacy being a mediator between teacher self-concept and burnout as well as whether such relationship remains constant across all groups of teachers with different gender and teaching experience. A sample of 1892 teachers across seven Chinese geographical regions completed a self-reported questionnaire addressing self-concept, efficacy, burnout and demographic variables. Structural equation modelling indicated that teacher self-concept influenced the burnout dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment via teacher efficacy. Further multi-group analysis suggested that this mechanism worked equally across different gender and teaching experience groups. With a non-western teacher sample, teacher efficacy was found to work as a mediator between teacher self-concept and burnout. The finding especially contributes to the knowledge in the teacher efficacy literature. The integrated relationship should be further explored in other cultures. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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