Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Standard
Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge. / Dicke, Theresa; Parker, Philip D.; Holzberger, Doris et al.
in: Contemporary Educational Psychology, Jahrgang 41, 01.04.2015, S. 62-72.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
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 -