The mediating roles of collective teacher efficacy in the relations of teachers' perceptions of school organizational climate to their burnout

This study examined the relationships between school organizational climate, collective teacher efficacy, and burnout in a sample of Korean middle school teachers. Using SEM, the results showed that school organizational climate reflecting higher levels of reflective dialogues was associated with both higher levels of collective teacher efficacy and lower levels of teachers' burnout. In contrast, school organizational climate reflecting higher levels of organizational politics was associated with lower levels of collective teacher efficacy, and did not have a direct effect on teachers' burnout. The relationship between school organizational climate and teachers' burnout was mediated by collective teacher efficacy.     

Outcomes of teacher education in Finland: subject teachers compared with primary teachers

An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale based on INTASC standards of teacher competency was used to measure graduates’ satisfaction regarding the knowledge and experience they had attained. This paper concentrates especially on the results of subject teachers and comparisons between the two teacher categories. The profile of the participants was uneven across domains. The highest means were observed in the domain of planning, while the lowest were in the domain of special education. Factor analysis of the scale produced two factors: instructional efficacy and pedagogic efficacy. Subject teachers scored higher than primary teachers in instructional efficacy, while primary teachers exceeded subject teachers in pedagogic efficacy. Arts, crafts and physical education teachers scored higher than other subject teacher groups. The results indicated the importance of teaching practice in the formation of teacher competence. In the future special attention should be given to the domains that obtained the lowest scores.     

The effect of trust on teacher empowerment: the mediation of teacher efficacy

This study explores the impact of teachers’ perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had relatively lower scores on general teaching efficacy (GTE) and participation in decision-making. Trust in colleagues was a significant predictor of teacher empowerment. In addition, personal teaching efficacy had a significant mediation effect on the relationship between trust in colleagues and teacher empowerment, while GTE had not. These findings lead to some implications for understanding the nature of GTE and the relationship between trust and teacher empowerment.     

Stressors,Self‐Efficacy,Coping Resources,and Burnout among Secondary School Teachers in Spain

The relationships among teacher occupational stressors, self‐efficacy, coping resources, and burnout were investigated in a sample of 247 Spanish secondary school teachers. Concretely, two specific aims were formulated in order to examine the effect of teaching stressors on teacher burnout and the role of self‐efficacy and school coping resources as mediator or moderator variables in the stressor–burnout relationship. Teachers reported that when their pedagogical practice in the school setting was being interfered with or hindered by a set of factors from the multiple contexts involved in students’ learning, problems of burnout occurred. In addition, results revealed that teachers with a high level of self‐efficacy and more coping resources reported suffering less stress and burnout than teachers with a low level of self‐efficacy and fewer coping resources, and vice versa.     

Teacher self-efficacy and teacher burnout: A study of relations

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.     

福建省中学教师职业倦怠的现状分析

为了解福建省中学教师职业倦怠的现状,促进教师的专业成长,采用《中学教师职业倦怠问卷》对349名中学教师进行调查。结果显示:中学教师的职业倦怠不太严重,不同类型的教师在缺乏成就感上有显著差异,新手型教师和熟手型教师均显著高于专家型教师,缺乏成就感教师的职称、所教学科、学科类别的主效应均显著,去个性化的所教学科主效应显著,情绪耗竭的性别与教龄、性别与职称的交互效应显著。     

高校教师职业倦怠的调查结果分析

目的：了解高校教师职业倦怠的状况及特点。方法：采用玛勒诗编著的教师职业倦怠量表（MBI）对120名高校教师进行调查。结果：高校教师职业倦怠的三个纬度是递进关系：情感衰竭一人格解体一成就感;不同因素如性别、教龄等对职业倦怠的各个纬度均有影响。结论：高校职业倦怠情况已经比较严重,应引起学校管理者和有关部门的关注与重视,应加强教师保健工作。     

Career stories of Israeli teachers who left teaching: a salutogenic view of teacher attrition

Many countries experience a high percentage of teachers who leave the profession before retirement. Most of the explanations, such as teacher burnout, adopt a pathogenic point of view which perceives attrition as a negative work outcome. In contrast, the qualitative project that this article is based on, which characterizes the career decision-making processes of 34 Israeli teachers, adopts a salutogenic perspective. This view allows for approaching attrition as a career decision which reflects the meaning teachers attach to their work. Drawing on a model which identifies three orientations toward work (job, calling and career), this article describes career stories of teachers who left teaching in order to illustrate how their work orientation shaped their decision.     

Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction,burnout, and the intention to quit

Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed.     

教师在教学中的主体性和责任

教师在教育与教学中的主体性是明确的,与这种主体性对应的责任也是具体的。但在实际教学中教师与学生主体关系又是混乱的。对教师过高的期望,不仅使教师主体性丧失,在实施教学中缺乏甚至没有自主,而且教师承担了不能承担和无法承担的责任,从而使教师普遍地产生了职业倦怠的情绪,极大地影响了新课标的落实和教育的整体发展。因此,在实施教育教学中,只有切实落实教师的主体作用,明确它的责任和义务,才能从根本上解决问题。     

高中阶段教师职业枯竭的多层研究

通过对29所高中阶段学校763名教师的问卷调查,探讨了教师个体水平变量和集体水平变量对教师职业枯竭的预测作用.多层分析结果表明:(1)教师教学效能、应对效能和工作压力分别对职业枯竭具有显著预测作用,且存在学校间差异;(2)学校水平的集体效能变量能显著正向预期工作压力与情绪衰竭、工作压力与非人性化、应对效能和知识枯竭以及应对效能与个人成就感之间的关系.     

Learning,teaching, and constructing identities: ESL pre-service teacher experiences during a short-term international experience programme

Short-term international experience programmes are a common element of English second language (ESL) teacher education in many countries. This study problematizes the belief that such programmes necessarily result in beneficial changes in pre-service teachers thinking about themselves as teachers – their beliefs, habits, and values – by exploring the experiences of eight pre-service ESL teachers from Hong Kong as they undertook a short-term international experience programme in Australia. Drawing on a theory of identity construction, the findings suggest that identity conflicts impacted how the student teachers experienced this programme as they struggled to reconcile past, present, and future trajectories of teacher identity. In particular, the student teachers constructed rigid divisions between different types of teachers and teaching they experienced at home and abroad. These divisions were reflected in antagonistic relations between the types of English language teachers and teaching they aligned their own teaching activities and practices with and the teacher identities that they perceived to be available to them within the Hong Kong education system. Implications for addressing such identity conflicts throughout international experience programmes are considered and implications for future research are discussed.     

Does burnout begin with student-teaching? Analyzing efficacy,burnout, and support during the student-teaching semester

The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? Education, 105, 254–257]. Data from 49 student–teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher burnout, learning climate, and cooperating teacher support (guidance or imitation) were analyzed using correlational analyses, repeated measures MANOVA, a 2×2 repeated measures MANOVA, and stepwise regression. Results indicated significant increases in efficacy and decreases in burnout symptoms over time. We found significant interactions in the three factors of burnout by guidance group, such that student–teachers experiencing high guidance demonstrated lower levels of burnout at the end of their practicum.     

Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout

This study explored the relationships among teachers’ emotional competence, burnout as a mediator, and social support. Teachers’ emotional competence was assessed via measures of emotional intensity and emotional regulation. Social support was evaluated in terms of external versus internal support, and teacher dissatisfaction with support received. Participants were 149 Italian primary school teachers. Data were analysed using structural equation modelling. The findings suggested that teacher burnout partially mediated the relationship between emotional intensity and satisfaction with social support received. Overall, the results showed that teachers were at risk of highly intense unpleasant emotions in relation to their burnout syndrome. Moreover, teachers’ satisfaction/dissatisfaction with social support received was predicted by burnout symptoms. These results extend the findings of earlier studies, and provide indications as to how to help teachers experiencing burnout.     

Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence

The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social–emotional competence (SEC). A total of 676 Grades 4–7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self-reported their current level of experienced burnout at work (i.e., depersonalization and emotional exhaustion). Multilevel analyses revealed significant classroom-level variability (i.e., 34%) in student-ratings of teacher SEC. Teacher burnout significantly predicted student-rated teacher SEC, over and above significant student-level variables (school self-concept, sense of autonomy in the classroom) and contextual variables (teacher age, school neighborhood income). Specifically, higher levels of teacher burnout were related to receiving lower SEC ratings by students. Teacher burnout explained a significant portion of the classroom-level variability in student-rated teacher SEC. The present study emphasizes the link between teacher burnout and the SEC. Furthermore, given that teacher reports (burnout) were linked to student reports (teacher SEC), these findings also suggest that students notice stress in their classroom teacher.     

From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship

Data gathered from a longitudinal study within regular upper elementary schools were used to evaluate a theoretical model within which teachers’ perceptions of conflict and closeness in the student–teacher relationship were considered as the intermediary mechanisms by which individual students’ externalizing behavior generates changes in teachers’ student-specific self-efficacy beliefs (TSE) across teaching domains. Surveys were administered among a Dutch sample of 524 third-to-sixth graders and their 69 teachers. Longitudinal mediation models indicated that individual students’ externalizing behavior generally predicted higher levels of teacher-perceived conflict, which, in turn, resulted in lower student-specific TSE across teaching domains (i.e., instructional strategies, behavior management, student engagement, and emotional support). Teacher-perceived closeness, however, was not found to mediate the link between externalizing student behavior and student-specific TSE. Instead, support was found for an alternative model representing the hypothesis that TSE, irrespective of teaching domain, mediated behavior-related changes in teachers’ perceptions of closeness in the student–teacher relationship.     

The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout

This study investigated the mediating effect of workplace social support on the relationship between trait emotional intelligence and teacher burnout among 307 Chinese middle school teachers. Structural equation modelling revealed a satisfactory fit between the data and our theoretical model. Workplace social support partially mediated the relationship between trait emotional intelligence and teacher burnout. Neither gender nor age moderated the relationship between trait emotional intelligence and teacher burnout. Emotional intelligence and workplace social support can protect teachers from teacher burnout. Thus, providing effective emotional intelligence training and creating supportive workplace conditions requires increased attention from education administrators.     

Multiple dimensions of university teacher self-concept

Despite the recognised importance of positive self-concepts inmany settings, surprisingly little attention has been paid to teacherself-concepts – teachers' self-perceptions of their own teachingeffectiveness. We integrate research literatures on self-concept and onstudents' evaluations of teaching effectiveness (SETs), develop amultidimensional university teacher self-concept instrument, andevaluate its psychometric properties (factor structure, reliability,validity). A multitrait-multimethod analysis of relations betweenmultiple dimensions of teacher self-concept and corresponding SET ratingdimensions provides good support for the construct validity of teacherself-concept responses. In support of a priori hypotheses based onself-concept theory, agreement between teacher self-concepts and SETswas moderate (median r = 0.20) for teachers who had notpreviously received SET feedback, but substantially higher (median r= 0.40) for teachers who had previously received SET feedback.Implications for further research on teacher self-reflection and forimproving teaching effectiveness in higher education arediscussed.     

School climate factors relating to teacher burnout: A mediator model

The present study investigated components of school climate (i.e. parent/community relations, administration, student behavioral values) and assessed their influence on the core burnout dimensions of Emotional Exhaustion, Depersonalization, and feelings of low Personal Accomplishment. The study weighed the relative contributions of demographic factors (i.e. gender, age, years of teaching experience), teacher satisfaction, and teacher-rated school climate that predict resultant levels of teacher stress and burnout from 17 rural schools in southeastern Ohio. Results revealed that different aspects of school climate related to each of the three primary burnout dimensions. Further, the inverse relationship between school climate and burnout was mediated by teacher satisfaction levels for both Emotional Exhaustion and Depersonalization dimensions. Results from the present study may be used in the development of future intervention targets for reducing teacher stress and burnout.     

Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions

In the student teaching triad model adopted in this study, pairs of pre-service teachers worked collaboratively with cooperating teachers during a 12-week field experience. The main objectives of the study were to document the benefits and challenges for pre-service teachers and cooperating teachers who participate in a triad model and to describe the co-teaching models that would emerge during this experience. Pre-service teachers and their cooperating teachers reported several strengths of the triad model in the following areas—learning from each other, professional support, outcomes for K-12 students, comprehensive feedback about teaching and classroom practice, and pre-service teacher confidence. Limitations and concerns identified by both groups included dependency, confusion with classroom management issues, loss of individuality, and competition between the pre-service teachers.