TY - JOUR

T1 - Beginning teachers' efficacy and emotional exhaustion

T2 - Latent changes, reciprocity, and the influence of professional knowledge

AU - Dicke, Theresa

AU - Parker, Philip D.

AU - Holzberger, Doris

AU - Kunina-Habenicht, Olga

AU - Kunter, Mareike

AU - Leutner, Detlev

PY - 2015/4/1

Y1 - 2015/4/1

N2 - Although much research focuses on teacher self-efficacy, on burnout, and their interrelation, there is a scarcity of studies investigating change in these variables, particularly regarding how such change can be predicted. To address this gap, we specify latent change score models of teacher self-efficacy and emotional exhaustion, using a sample of beginning teachers in Germany. Additionally, we investigate whether professional knowledge gained during teacher education can predict change in these variables. Overall, our results reveal an increase of emotional exhaustion and a smaller increase of teacher self-efficacy during the first year of beginning teachers' induction. The results suggest that prior emotional exhaustion predicts change in teacher efficacy. Professional knowledge was shown to buffer the increase of emotional exhaustion, but did not have a positive effect on professional teacher self-efficacy.

AB - Although much research focuses on teacher self-efficacy, on burnout, and their interrelation, there is a scarcity of studies investigating change in these variables, particularly regarding how such change can be predicted. To address this gap, we specify latent change score models of teacher self-efficacy and emotional exhaustion, using a sample of beginning teachers in Germany. Additionally, we investigate whether professional knowledge gained during teacher education can predict change in these variables. Overall, our results reveal an increase of emotional exhaustion and a smaller increase of teacher self-efficacy during the first year of beginning teachers' induction. The results suggest that prior emotional exhaustion predicts change in teacher efficacy. Professional knowledge was shown to buffer the increase of emotional exhaustion, but did not have a positive effect on professional teacher self-efficacy.

KW - Beginning teachers

KW - Emotional exhaustion

KW - Latent change

KW - Professional knowledge

KW - Self-efficacy

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=84917690574&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2014.11.003

DO - 10.1016/j.cedpsych.2014.11.003

M3 - Journal articles

AN - SCOPUS:84917690574

VL - 41

SP - 62

EP - 72

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

ER -