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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1218

Title: A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
Authors: Brouwers, A.
Tomic, W.
Keywords: Burnout; Self-efficacy; Longitudinal studies; Secondary school teachers; Structural equation modeling
Issue Date: 2000
Citation: Teaching and Teacher Education
Abstract: This study examined the direction and time-frame of relationships between perceived self-efficacy in classroom management and the three dimensions of burnout among 243 secondary school teachers. Structural equation modeling (SEM) analyses indicated that perceived self-effcacy had a longitudinal e!ect on depersonalization and a synchronous effect on personal accomplishment. However, the direction was reversed for the relationship between perceived self-efficacy and emotional exhaustion; the time frame was synchronous. It was concluded that perceived self-efficacy in classroom management must be taken into consideration when devising interventions both to prevent and to treat burnout among secondary school teachers.
Description: research article
URI: http://hdl.handle.net/1820/1218
Appears in Collections:1. PSY: publications and preprints

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