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

• Autores: Theresa Dicke, Philip D. Parker, Herbert W. Marsh, Mareike Kunter, Annett Schmeck, Detlev Leutner
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 569-583
• Idioma: inglés
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• Dialnet Métricas: 6 Citas
• Resumen

  • 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.