Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates

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Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. / Dicke, Theresa; Marsh, Herbert W.; Parker, Philip D. et al.
In: Journal of Educational Psychology, Vol. 106, No. 2, 05.2014, p. 569-583.

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@article{eb40b42c13d8425498c5fa1afae2c2ce,
title = "Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates",
abstract = "While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers' level of self-efficacy in classroom management. A sample of 1,227 German teacher candidates was used to test this hypothesis in 2 complementary studies. Study 1, based on the whole sample, utilized latent modeling and latent interactions, while Study 2 was based on a random longitudinal subsample of Study 1. The results generally supported our assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for pre-existing differences. Thus, self-efficacy in classroom management predicted emotional exhaustion via classroom disturbances only when self-efficacy in classroom management was low. Implications for teacher preservice training, based on the results, are discussed.",
keywords = "Classroom management, Moderated mediation, Self-efficacy, Teacher stress, Psychology",
author = "Theresa Dicke and Marsh, {Herbert W.} and Parker, {Philip D.} and Mareike Kunter and Annett Schmeck and Detlev Leutner",
year = "2014",
month = may,
doi = "10.1037/a0035504",
language = "English",
volume = "106",
pages = "569--583",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion

T2 - A moderated mediation analysis of teacher candidates

AU - Dicke, Theresa

AU - Marsh, Herbert W.

AU - Parker, Philip D.

AU - Kunter, Mareike

AU - Schmeck, Annett

AU - Leutner, Detlev

PY - 2014/5

Y1 - 2014/5

N2 - While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers' level of self-efficacy in classroom management. A sample of 1,227 German teacher candidates was used to test this hypothesis in 2 complementary studies. Study 1, based on the whole sample, utilized latent modeling and latent interactions, while Study 2 was based on a random longitudinal subsample of Study 1. The results generally supported our assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for pre-existing differences. Thus, self-efficacy in classroom management predicted emotional exhaustion via classroom disturbances only when self-efficacy in classroom management was low. Implications for teacher preservice training, based on the results, are discussed.

AB - While the roles of student misbehavior and teacher self-efficacy in teacher burnout have been investigated, there is still a pressing need to determine the processes involved and the degree to which these generalize across early career teachers. The present research integrates findings on teacher self-efficacy, occupational stressors, and emotional exhaustion. A moderated mediation model is hypothesized where self-efficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers' level of self-efficacy in classroom management. A sample of 1,227 German teacher candidates was used to test this hypothesis in 2 complementary studies. Study 1, based on the whole sample, utilized latent modeling and latent interactions, while Study 2 was based on a random longitudinal subsample of Study 1. The results generally supported our assumptions; the proposed moderated mediation model proved to be statistically significant, even when introducing background covariates into the model to control for pre-existing differences. Thus, self-efficacy in classroom management predicted emotional exhaustion via classroom disturbances only when self-efficacy in classroom management was low. Implications for teacher preservice training, based on the results, are discussed.

KW - Classroom management

KW - Moderated mediation

KW - Self-efficacy

KW - Teacher stress

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=84925628996&partnerID=8YFLogxK

U2 - 10.1037/a0035504

DO - 10.1037/a0035504

M3 - Journal articles

AN - SCOPUS:84925628996

VL - 106

SP - 569

EP - 583

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

IS - 2

ER -

DOI