The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion

Journal of School Psychology, Journal Year: 2019, Volume and Issue: 77, P. 1 - 12

Published: Nov. 20, 2019

Language: Английский

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A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion

International Journal of Inclusive Education, Journal Year: 2015, Volume and Issue: 20(6), P. 604 - 621

Published: Oct. 30, 2015

Teacher efficacy represents a key construct in exploring successful implementation of inclusive policy. Teachers' impression school climate is shown to relate teacher efficacy; however, few studies pay due deference its context/specific conceptualisation, with particular lacuna research noted an Irish mainstream primary context. This study aimed investigate the relationship between and for inclusion whether this impacts on perceptions challenging behaviours, further identifying barriers supports efficacious practice. Fifty-seven probated teachers Republic Ireland responded online questionnaires climate, behaviours. supportive related positively their teaching inclusion, turn influencing ratings severity confidence managing commonly experienced behaviours classrooms. Teachers looked within support, noting Educational Psychologists (EPs) as sources support. These findings add weight importance understanding teachers' addressing dearth In particular, these underline potential offered by beliefs inform enhance role EPs supporting

Language: Английский

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Trust in school: a pathway to inhibit teacher burnout?

Journal of Educational Administration, Journal Year: 2015, Volume and Issue: 53(1), P. 93 - 115

Published: Jan. 15, 2015

Purpose – The purpose of this paper is to consider trust as an important relational source in schools by exploring whether lowers teacher burnout. authors examine how relationships with different school parties such the principal relate distinct dimensions further analyze school-level additionally influences In doing this, account for other and characteristics. Design/methodology/approach use quantitative data gathered during 2008-2009 year from 673 teachers across 58 elementary Flanders (i.e. northern Dutch-speaking region Belgium). Because characteristics are simultaneously related burnout, multilevel modeling applied. Findings Trust can act a buffer against Teachers’ students demonstrates strongest association burnout compared principals or colleagues. Exploring yield interesting additional insights specific importance teacher-principal teachers’ emotional exhaustion. Burnout individual matter which factors mainly unrelated. Research limitations/implications Principals fulfill role inhibiting exhaustion among teachers. They advised create atmosphere that conducive kinds develop. Actions strengthen inhibit necessary, although qualitative longitudinal research desirable. Originality/value This offers unique contribution examining It indicates affect prevent nurturing trusting school.

Language: Английский

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School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching

International Journal of Inclusive Education, Journal Year: 2018, Volume and Issue: 24(2), P. 218 - 234

Published: April 3, 2018

Teacher self-efficacy plays a key role in the successful inclusion of children with intellectual disabilities mainstream schools. But what influences and how can we support its growth? Drawing on Social Cognitive Theory, study examined teachers' mastery experiences, perceptions school environment, reported inclusive teaching. The sample comprised 148 primary teachers from Scottish Participants completed questionnaires measuring environment (collective efficacy climate perceptions), teaching practices. Regression analyses demonstrated that climate), experiences were important predicting self-efficacy. Further, acted as mediator between behaviour. This brings us closer to understanding teacher is fostered environment. Engaging belief systems may cultivate promotes inclusion.

Language: Английский

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Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

School Psychology Review, Journal Year: 2018, Volume and Issue: 47(2), P. 153 - 166

Published: June 1, 2018

The discipline gap between White students and African American has increased demand for teacher training in culturally responsive behavior management practices. Extant research, however, is inconclusive about how teaching practices relate to student or assess using such the classroom. Identifying proactive that are associated with positive may inform bolster efforts reduce disparities behavioral academic performance. current study examined association behaviors observed use of self-reported efficacy Data were collected from 274 teachers 18 schools. Structural equation modeling indicated a statistically significant observations practices, classrooms. Implications measurement practice discussed.

Language: Английский

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Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 66, P. 360 - 369

Published: June 8, 2017

Language: Английский

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Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy

Journal of Teacher Education, Journal Year: 2017, Volume and Issue: 69(4), P. 408 - 419

Published: June 14, 2017

We examine the ways in which, and extent to DOPA (Diversity Organizations: Perceptions Approaches; that is, asset, problem, challenge, or nonissue) approaches predict teachers’ diversity-related burnout immigration-related self-efficacy. One hundred thirty-six schoolteachers completed a self-report questionnaire measuring self-efficacy, toward cultural diversity, attitudes multiculturalism, demographics. It was found perception of immigrant student as an asset not problem related lower higher Future research should focus on possible interventions with teachers which diversity are developed, negotiated, adopted.

Language: Английский

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Teacher self-efficacy and burnout: Determining the directions of prediction through an autoregressive cross-lagged panel model.

Journal of Educational Psychology, Journal Year: 2019, Volume and Issue: 112(8), P. 1661 - 1676

Published: Oct. 10, 2019

It is often assumed that low levels of teacher self-efficacy (TSE) leads to negative outcomes, including burnout; however, the temporal order construct predictions has rarely been examined.We used an autoregressive cross-lagged panel design examine whether TSE and burnout are concurrently associated with each other, predicts future levels, and/or levels.An initial sample 3002 Croatian teachers (82% female) from across three educational (i.e., elementary, middle, secondary schools) varying years teaching experiences (M=15.28,SD=10.50) completed questionnaires on their (exhaustion disengagement) at time points (at approximately six-month intervals).We found a more prominent role in predicting than does burnout.These findings challenge theoretical empirical conceptualizations assuming predictor burnout.Policies interventions focus decreasing rather increasing may be best.

Language: Английский

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Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change

Frontiers in Education, Journal Year: 2022, Volume and Issue: 6

Published: Jan. 5, 2022

Although the reciprocal relationship of teacher burnout and self-efficacy (TSE) is well documented, literature still lacks studies investigating their (latent) changes interrelations change over time. By applying a latent regression model in our study, we aimed to contribute this research gap by examining relations TSE during COVID-19 pandemic—a very challenging time for teachers. As implementation digital learning material played major role pandemic, were also interested if attitudes toward e-Learning related TSE. Our sample consisted 92 German in-service teachers who completed questionnaire twice 2019–2020 school year. main findings are that components depersonalization lack accomplishment significantly increased from pre- post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes negatively correlated TSE, but found little evidence with variables concerning e-Learning. indicate challenge was not work overload rather resources. Implications practice discussed.

Language: Английский

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A Systematic Review of Secondary Traumatic Stress and Compassion Fatigue in Teachers

School Mental Health, Journal Year: 2022, Volume and Issue: 14(4), P. 802 - 817

Published: June 4, 2022

Language: Английский

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