Teacher Self-Efficacy and Teacher Burnout: A Study of Relations

Autor/inn/en	Skaalvik, Einar M.; Skaalvik, Sidsel
Titel	Teacher Self-Efficacy and Teacher Burnout: A Study of Relations
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 4, S.1059-1069 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.11.001
Schlagwörter	Teacher Effectiveness; Job Satisfaction; Self Efficacy; Teacher Burnout; Factor Structure; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; Structural Equation Models; Barriers; Teacher Characteristics; Teaching Conditions; Educational Environment; Correlation; Foreign Countries; Measures (Individuals); Evaluation Research; Norway + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Faktorenstruktur; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrbedingungen; Unterrichtsbedingungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Ausland; Messdaten; Evaluationsforschung; Norwegen
Abstract	The purpose of this study was partly to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy and partly to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Participants were 2249 Norwegian teachers in elementary school and middle school. The data were analyzed by means of structural equation modelling using the AMOS 7 program. Teacher self-efficacy, collective efficacy and two dimensions of burnout were differently related both to school context variables and to teacher job satisfaction. (Contains 5 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10