Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout

Learning and Instruction, Год журнала: 2016, Номер 45, С. 9 - 19

Опубликована: Июль 6, 2016

Язык: Английский

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Reducing reality shock: The effects of classroom management skills training on beginning teachers

Teaching and Teacher Education, Год журнала: 2015, Номер 48, С. 1 - 12

Опубликована: Фев. 6, 2015

Язык: Английский

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Relations between teachers’ emotional exhaustion and students’ educational outcomes.

Journal of Educational Psychology, Год журнала: 2016, Номер 108(6), С. 800 - 813

Опубликована: Янв. 19, 2016

Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining student outcomes.Therefore, this study examines between teachers' and educational outcomes students.Students' considered here cover a wide range cognitive (i.e., achievement in terms school grades standardized test scores) noncognitive (competence self-perceptions, satisfaction, perceptions teacher support) outcomes.The analyses are based PIRLS 2006 German data including 380 7899 4 th grade students.The results demonstrated direct negative class average students' grades, scores, support, not competence self-perceptions.At individual level, showed significant non-cognitive academic achievement.

Язык: Английский

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Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

Frontiers in Psychology, Год журнала: 2018, Номер 9

Опубликована: Апрель 30, 2018

School principals world-wide report high levels of strain and attrition resulting in a shortage qualified principals. It is thus, crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), widely self-report measure covering multiple identified by leading stress theories. We evaluated COPSOQ-II regarding factor structure longitudinal, discriminant, convergent validity using latent structural equation modeling large sample Australian school (N = 2,049). Results reveal confirmatory analysis produced marginally acceptable model fit. A novel approach call set exploratory (ESEM-set), where cross-loadings were only allowed within priori defined sets factors, fit well, was more parsimonious than full ESEM. Further multitrait-multimethod models based on set-ESEM confirm importance principal's factors; Stressors depression related demands ill-being, while confidence autonomy also show working private sector beneficial for showing low risk, other demographics have little effects. Finally, five profiles (high no risk) all factors. Overall research presented here closes theory application gap strong multi-dimensional risk-factors.

Язык: Английский

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A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model.

Journal of Occupational Health Psychology, Год журнала: 2017, Номер 23(2), С. 262 - 277

Опубликована: Фев. 2, 2017

The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, JD-R provides an excellent framework for explaining well-being of beginning teachers-an occupation associated with particularly high levels strain consequently, attrition rates. However, model's assumptions to date mostly tested piecewise, seldom on basis longitudinal models. With a series autoregressive SEM models (N = 1,700) we all simultaneously one applied focus teachers. We assessed self-reports teachers at three time waves: end (one half two years later) their preservice period, again, year later. Results revealed significant direct effects resources (self-efficacy) engagement, demands (classroom disturbances) (emotional exhaustion), reverse path engagement self-efficacy. Additionally, results showed moderation effects: Self-efficacy buffered demands-strain relationship, while self-efficacy also predicted especially when disturbances were high. classroom management plays important role teachers' stress development process, as will, case disturbances, not only buffer strain-enhancing effects, but boost engagement. Commitment was directly by emotional exhaustion indirectly (via engagement). provide strong empirical support model. (PsycINFO Database Record

Язык: Английский

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Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

International Journal of Environmental Research and Public Health, Год журнала: 2020, Номер 17(21), С. 8002 - 8002

Опубликована: Окт. 30, 2020

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for workplace. Derived from Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), Technology Acceptance (TAM), present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) extrinsic (EM) work motivation, occupational (OS) (i.e., burnout technostress which been examined in tandem) key dimensions to explain better among in-service use (CI). Data were collected 980 outbreak between April May 2020. Overall, structural explained 70% of variance teachers’ CI. Motivational practices directly indirectly linked through OS with The findings showed IM has most effect on CI, followed by TPK-SE, significant, but lower predictors. was positively associated TPK-SE negatively EM. results offered valuable insights into how motivation constructs related understanding online an unstable context, order support coping working remotely.

Язык: Английский

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Interventions to Teacher Well-Being and Burnout A Scoping Review

Educational Psychology Review, Год журнала: 2025, Номер 37(1)

Опубликована: Янв. 28, 2025

Язык: Английский

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General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education

Teaching and Teacher Education, Год журнала: 2017, Номер 69, С. 177 - 190

Опубликована: Окт. 23, 2017

Язык: Английский

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Stichwort Pädagogisches Wissen von Lehrkräften: Empirische Zugänge und Befunde

Zeitschrift für Erziehungswissenschaft, Год журнала: 2015, Номер 18(2), С. 187 - 223

Опубликована: Апрель 28, 2015

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“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs

Journal of Teacher Education, Год журнала: 2019, Номер 71(3), С. 292 - 306

Опубликована: Апрель 9, 2019

Beginning teachers often feel disillusioned and stressed during their first years of teaching. In the present study, we investigated changes in teacher candidates’ constructivist beliefs emotional exhaustion. We assessed 163 German mathematics candidates 3 times: at beginning of, middle after they completed induction program. The results revealed a statistically significant decrease an inverted U-shaped change exhaustion with increase program afterward. also found that personal (i.e., math enjoyment) social instrumental support from peers constructivist-oriented mentor teacher) resources buffered

Язык: Английский

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