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The relationship between teacher self-concept, teacher efficacy and burnout
Zhu, Mingjing1; Liu, Qian1,2; Fu, Yao1,2; Yang, Tianan3; Zhang, Xingli1,2; Shi, Jiannong1,2,4
First AuthorMingjing Zhu
2018
Source PublicationTEACHERS AND TEACHING
Correspondent Emailshijn@psych.ac.cn ; zhangxl@psych.ac.cn
ISSN1354-0602
Volume24Issue:7Pages:788-801
Abstract

Teacher self-concept and efficacy have been investigated with burnout separately, while the two self-beliefs might work together to impact burnout. Guided by a model of the cyclical nature of teacher efficacy, we aimed to extend previous work on self-perceived predictors of teacher burnout by simultaneously investigating teacher self-concept and efficacy to detect the possibility of teacher efficacy being a mediator between teacher self-concept and burnout as well as whether such relationship remains constant across all groups of teachers with different gender and teaching experience. A sample of 1892 teachers across seven Chinese geographical regions completed a self-reported questionnaire addressing self-concept, efficacy, burnout and demographic variables. Structural equation modelling indicated that teacher self-concept influenced the burnout dimensions of emotional exhaustion, depersonalisation and reduced personal accomplishment via teacher efficacy. Further multi-group analysis suggested that this mechanism worked equally across different gender and teaching experience groups. With a non-western teacher sample, teacher efficacy was found to work as a mediator between teacher self-concept and burnout. The finding especially contributes to the knowledge in the teacher efficacy literature. The integrated relationship should be further explored in other cultures.

KeywordTeacher Self-concept Teacher Efficacy Teacher Burnout Gender Teaching Experience
DOI10.1080/13540602.2018.1483913
Language英语
Funding OrganizationPioneer Initiative of the Chinese Academy of Sciences, Feature Institutes Program ; National Key Technologies RD Program ; Knowledge Innovation Program of the Chinese Academy of Sciences
Funding ProjectPioneer Initiative of the Chinese Academy of Sciences, Feature Institutes Program[TSS-2015-06] ; National Key Technologies RD Program[2012BAI36B02] ; Knowledge Innovation Program of the Chinese Academy of Sciences[KSCX2-EW-J-8]
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000440971900004
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
WOS KeywordFit Indexes ; Classroom Management ; Job Stress ; Measurement Invariance ; Hong-kong ; Beliefs ; Mediation ; School ; Satisfaction ; Perceptions
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/26685
Collection中国科学院行为科学重点实验室
Corresponding AuthorShi, Jiannong
Affiliation1.Inst Psychol, CAS Key Lab Behav Sci, Beijing, Peoples R China
2.Univ Chinese Acad Sci, Beijing, Peoples R China
3.Beijing Inst Technol, Sch Management & Econ, Dept Org & Human Resource Management, Beijing, Peoples R China
4.Aalborg Univ, Dept Learning & Philosophy, Aalborg, Denmark
Recommended Citation
GB/T 7714
Zhu, Mingjing,Liu, Qian,Fu, Yao,et al. The relationship between teacher self-concept, teacher efficacy and burnout[J]. TEACHERS AND TEACHING,2018,24(7):788-801.
APA Zhu, Mingjing,Liu, Qian,Fu, Yao,Yang, Tianan,Zhang, Xingli,&Shi, Jiannong.(2018).The relationship between teacher self-concept, teacher efficacy and burnout.TEACHERS AND TEACHING,24(7),788-801.
MLA Zhu, Mingjing,et al."The relationship between teacher self-concept, teacher efficacy and burnout".TEACHERS AND TEACHING 24.7(2018):788-801.
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