Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation DOI Creative Commons
Emily Daniel, Penny Van Bergen

Teachers and Teaching, Journal Year: 2023, Volume and Issue: 29(3), P. 310 - 328

Published: Feb. 15, 2023

Teachers face a range of exhausting job demands which contribute to burnout. These may be particularly acute during the COVID-19 pandemic, with lockdowns forcing rapid shifts remote teaching. Yet times stress and upheaval, personal resources such as teaching self-efficacy emotion regulation protect teachers against Drawing on Job Demands-Resources Model, this study aimed examine roles (classroom management, student engagement, instructional strategies self-efficacy) (cognitive reappraisal expressive suppression) predictors teacher burnout first wave pandemic. Using an online survey, 210 Australian school completed measures self-efficacy, regulation, while remotely. Burnout was measured using Copenhagen Inventory, categorises into personal, student-related work-related sources. As hypothesised, lower predicted higher COVID-19. Teaching experience also Counter hypotheses, however, unrelated. The findings indicate that different types beneficial in protecting from

Language: Английский

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review DOI
Hongbiao Yin, Shenghua Huang, Gaowei Chen

et al.

Educational Research Review, Journal Year: 2019, Volume and Issue: 28, P. 100283 - 100283

Published: June 12, 2019

Language: Английский

Citations

199
An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education DOI Creative Commons
Zahid Shafait, Muhammad Asif Khan, Umar Farooq Sahibzada

et al.

PLoS ONE, Journal Year: 2021, Volume and Issue: 16(8), P. e0255428 - e0255428

Published: Aug. 3, 2021

The purpose of this empirical study is to investigate the effects Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth and satisfaction with university experience) students in Chinese research universities. This further examines mediating role student trust teachers (emotional cognitive learning) orientation (commitment relationship between EI outcomes. intent was examine direct students' academic efficacy (cognitive skills standardised tests). used a sample frame 454 from universities China. relationships were tested through partial least squares' structural equation modelling method. results reveal that has significant impact Furthermore, an indirect relation established orientation. also established. There lack studies EI, teachers, orientation, efficacy. one initial not only empirically interface Higher Education Institutions (HEIs) but offers insights into existing literature by concurrent investigation fundamental association, while explaining association better

Language: Английский

Citations

108
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis DOI Creative Commons
Hui Wang, Irena Burić,

Mei‐Lin Chang

et al.

Social Psychology of Education, Journal Year: 2023, Volume and Issue: 26(6), P. 1651 - 1696

Published: July 12, 2023

Abstract Teachers experience and express various emotions of different qualities intensities. They also adopt emotion regulation strategies to increase teaching effectiveness maintain professionalism. Previous reviews teachers’ have focused on their emotional labor (i.e., deep surface acting)—a subdimension regulation. The present review aims incorporate multiple perspectives conceptualizations, hence affording a more comprehensive understanding by examining antecedent- response-focused strategies. meta-analysis included 87 articles investigating the relationships between seven related environmental, personal, instructional, well-being factors work-role interaction expectations, school context, classroom personal characteristics, motivation, effectiveness, teacher well-being). Antecedent-focused demonstrated adaptive associations with than More specifically, teachers who receive support, engaged disciplined students, possess favorable characteristics (e.g., conscientiousness) tend antecedent-focused regulation; these greater well-being. In contrast, work at unsupportive schools or relatively unfavorable neuroticism) use strategies; poor Additional moderating analyses found differences concerning conceptualizations cultural backgrounds.

Language: Английский

Citations

47
Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach DOI Open Access
Junjun Chen

British Journal of Educational Psychology, Journal Year: 2018, Volume and Issue: 89(1), P. 57 - 74

Published: March 30, 2018

Research into teacher emotion has attracted increasing attention in the last two decades. The relevance of education been highlighted. However, evidence how emotions impact their teaching approaches is rather limited.This study investigated relationship between self-report instruments - Teacher Emotion Inventory and Approach to Teaching.There were 1,830 teachers approached from 43 primary schools China 12 Hong Kong.Exploratory factor analysis, confirmatory structural equation modelling utilized analysis procedure.As a result, five-factor TEI model was identified with positive factors (Joy Love) three negative (Sadness, Anger, Fear). A ATI involved confirmed (Knowledge Transmission, Student-Teacher Interaction, Student Focus). Structural demonstrated that more student-centred are consequence while teacher-centred approach although there surprising links.Identifying this pattern relationships will contribute understanding reasons why new strategies often not adopted despite well-designed professional programs educational reform provide implications for improvement through emotion.

Language: Английский

Citations

129
Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction DOI
Jiying Han, Hongbiao Yin, Junju Wang

et al.

Educational Psychology, Journal Year: 2019, Volume and Issue: 40(3), P. 318 - 335

Published: Oct. 9, 2019

This study aims at testing the application of job demands-resources model on university teachers in mainland China. It investigates relationship between characteristics teaching and teachers' well-being. Based analyses a sample 2,758 teachers, results structural equation modelling support health impairment motivational processes suggested by model. Specifically, demands consisting demands, teaching-research conflict new challenges reduced satisfaction through mediation emotional exhaustion; resources comprising resources, social administrative increased work engagement. The implications these findings are discussed.

Language: Английский

Citations

127
Choose your strategy wisely: Examining the relationships between emotional labor in teaching and teacher efficacy in Hong Kong primary schools DOI
Hongbiao Yin, Shenghua Huang, John Chi‐Kin Lee

et al.

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 66, P. 127 - 136

Published: May 2, 2017

Language: Английский

Citations

126
Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy DOI
Shenghua Huang, Hongbiao Yin,

Lijie Lv

et al.

Educational Psychology, Journal Year: 2019, Volume and Issue: 39(3), P. 313 - 331

Published: Jan. 11, 2019

Teacher well-being is a critical factor affecting job performance and thus, significant for enhancing quality teaching. Based on the demands-resources model, this study examines mediating effects of teachers' self-monitoring self-efficacy relationships between emotional demands teaching trust in colleagues teacher well-being. A questionnaire was administered to 1115 primary school teachers Hong Kong. The results highlight maladaptive role as personal demand adaptive resource: positively related anxiety depression; enthusiasm contentment negatively depression. not only support beneficial colleagues, which associated with well-being, but also reveal rewarding side self-efficacy. Theoretical contributions practical implications are discussed.

Language: Английский

Citations

109
Trust in school: a pathway to inhibit teacher burnout? DOI
Dimitri Van Maele, Mieke Van Houtte

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

Citations

107
Spiral effects of teachers’ emotions and emotion regulation strategies: Evidence from a daily diary study DOI
Shiri Lavy,

Ron Eshet

Teaching and Teacher Education, Journal Year: 2018, Volume and Issue: 73, P. 151 - 161

Published: April 7, 2018

Language: Английский

Citations

106
Emotion Display Rules, Emotion Regulation, and Teacher Burnout DOI Creative Commons

Mei‐Lin Chang

Frontiers in Education, Journal Year: 2020, Volume and Issue: 5

Published: June 24, 2020

Cognitive appraisal theories of emotions suggest that are elicited by evaluations events and situations our beliefs influence the ways we appraise or judge encounter. Gross John (2003) theorized cognitive reappraisal expressive suppression as two general forms to regulate emotions. Although teacher emotion has been studied more extensively in recent decade, Chang (2009b) argued there is a need for research into teachers' implicit processes their emotional reactions sources burnout. Particularly, how display rules serve underlying principles guide teachers make decisions either consciously unconsciously express not This study aims examine relationships among about classroom, approaches regulation, subsequent feelings Survey data was collected from 561 full-time subjected hypothesis testing using structural equation modeling. The model provides evidence supporting pathway between suppression. These particularly influential which also leads all three dimensions burnout: exhaustion, depersonalization, reduced personal accomplishment. Further, uses reappraisals found negatively associated with burnout dimensions. Results indicated education profession development should be designed help detect reframe engage so they may effectively manage day-to-day classroom.

Language: Английский

Citations

92