Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
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In: Journal of Educational Psychology, Vol. 106, No. 2, 05.2014, p. 569-583.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -