Journal article
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis
Educational psychology review, Vol.26(1), pp.101-126
03/01/2014
DOI: 10.1007/s10648-013-9244-0
Abstract
Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.
Details
- Title: Subtitle
- Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis
- Creators
- Ariel M. Aloe - University of Northern IowaLaura C. Amo - University at Buffalo, State University of New YorkMichele E. Shanahan - University at Buffalo, State University of New York
- Resource Type
- Journal article
- Publication Details
- Educational psychology review, Vol.26(1), pp.101-126
- Publisher
- Springer Nature
- DOI
- 10.1007/s10648-013-9244-0
- ISSN
- 1040-726X
- eISSN
- 1573-336X
- Number of pages
- 26
- Language
- English
- Date published
- 03/01/2014
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984372058602771
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