Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

By Theresa Dicke, P. Parker, Doris Holzberger, Olga Kunina-Habenicht, M. Kunter, Detlev Leutner. 2015

195 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/43a5f280dbe7113bbaf4153d67676a5723c18657

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In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “It is noteworthy that many recent studies of teacher burnout have made a similar decision to focus only on emotional exhaustion (Dicke et al., 2015; Klusmann et al., 2008a, 2008b).”
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout (2016, background): “…with greater personal resources and competence (e.g., self-efficacy, adaptive coping strategies, and professional knowledge) are more likely to master the challenges of the teaching profession, and thus less likely to experience burnout (e.g., Dicke et al., 2014, 2015; Durr * Corresponding author.”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “That high levels of stress among teachers affect their own health and well-being seems obvious and is well documented (Dicke et al., 2015; Evers, Brouwers, & Tomic, 2002; Peltzer, Shisana, Zuma, Van Wyk, & Zungu-Dirwayi, 2009; Skaalvik & Skaalvik, 2010).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “First, it was found teacher emotional experience and capacity predict their beliefs about professional efficacy (e.g. Dicke et al., 2015).”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “Longitudinally, an increase in novice teachers’ stress during the first months and years of teaching has been observed (for an overview, see Gold, 1996; for empirical studies, see Dicke et al., 2015; Fives, Hamman, & Olivarez, 2007; Hultell, Melin, & Gustavsson, 2013).”
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “The transition from university to practice is often described as particularly stressful and is associated with high attrition rates (Dicke et al., 2015; Smith & Ingersoll, 2004).”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, unknown): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. Teacher attrition is an important and frequently researched area (Dicke et al., 2014, 2015, 2016; Dupriez et al., 2016; Gallant & Riley, 2014).”