The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers with greater workload stress had greater classroom management self-efficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. Those teaching young children (in elementary grades and kindergarten) had higher levels of self-efficacy for classroom management and student engagement. Lastly, teachers with greater classroom management self-efficacy or greater instructional strategies self-efficacy had greater job satisfaction.

Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables--teachers' sense of stress, teaching efficacy, and job satisfaction--and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. The sample included 664 elementary and secondary school teachers from British Columbia and Ontario, Canada. Participants completed an online questionnaire about the teacher outcomes, perceived school climate, and beliefs about socia-emotional learning (SEL). Structural equation modeling was used to examine an explanatory model of the variables. Of the 2 SEL beliefs examined, teachers' comfort in implementing SEL had the most powerful impact. Of the 4 school climate factors examined, teachers' perceptions of students' motivation and behavior had the most powerful impact. Both of these variables significantly predicted sense of stress, teaching efficacy, and job satisfaction among the participants. Among the outcome variables, perceived stress related to students' behavior was negatively associated with sense of teaching efficacy. In addition, perceived stress related to workload and sense of teaching efficacy were directly related to sense of job satisfaction. Greater detail about these and other key findings, as well as implications for research and practice, are discussed

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School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy.

This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.

Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis

Teacher self-efficacy is studied as a personal resource factor that may protect from the experience of job strain and, thus, make the escalation of burnout less likely. The article examines the relationships between self-efficacy, job stress, and burnout, focusing on mediation (self-efficacy → job stress → burnout). Moreover, it questions whether such a mediation, if found, would be dependent on the levels of other variables (moderated mediation). Study I, with two samples of teachers (N= 1,203), examined this putative mechanism cross-sectionally and found such an effect, in particular for younger teachers and those with low general self-efficacy. Study II, with 458 teachers, replicated the results longitudinally over a period of one year by employing structural equation models. In a cross-lagged panel design, low self-efficacy preceded burnout. Further research should study these mechanisms by interventions that aim at strengthening teacher self-efficacy as a protective resource factor.

L’auto-efficacite des enseignants est etudiee comme une ressource personnelle pouvant les proteger de l’experience de la contrainte professionnelle et rendre l’escalade dans le burnout moins probable. Cet article examine les liens entre l’auto-efficacite, le stress au travail et le burnout, en se focalisant sur la mediation (auto-efficacite→ stress au travail → burnout). En outre, il questionne la facon dont une telle mediation, si elle est averee, pourrait etre dependante du niveau des autres variables (mediation moderee). La recherche 1 comprend deux echantillons d’enseignants (N= 1,203). Elle examine ce mecanisme croise suppose et revele un tel effet, en particulier pour les enseignants les plus jeunes et ceux ayant une auto-efficacite generale basse. L’etude 2 effectuee aupres de 458 enseignants confirme ces resultats, obtenus cette fois de facon longitudinale sur une periode d’un an en employant des modeles aequation structurale. Ainsi, une auto-efficacite basse precede le burnout. Des recherches plus poussees pourraient etudier les mecanismes par lesquels des interventions renforcent ou non l’auto-efficacite des enseignants comme source de protection.

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Suhair Hallum

Papers

Perceived Teacher Self-Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses