Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

By F. Betoret. 2009

282 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/58f36eb48af61e6c6ca08200f45f2c705fa30b3a

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Citations in the corpus

Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “…of teacher stress are reduced teacher selfefficacy (Klassen, Wilson, Siu et al., 2013), lower job satisfaction (Collie, Shapka, & Perry, 2012), lower levels of commitment (Klassen et al., 2013), higher levels of burnout (Betoret, 2009), and increased teacher attrition (Skaalvik & Skaalvik, 2011a).”
Effects of support on stress and burnout in school principals (2016, background): “Betoret (2009) also researched 724 primary and secondary school teachers in Spain and found that job stressors have a significant positive effect on teachers’ burnout.”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, background): “Four of the scales in the articles reviewed were designed to measure CMSE as a single domain and could be defined as CMSE scales (Betoret, 2009 ; Main & Hammond, 2008 ; Milson & Mehlig, 2002 ; Yoon, 2004 ).”
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, background): “represented in our data set were Spain (Betoret 2009), the Netherlands (Brouwers and Tomic 2000a; Evers, Brouwers, and Tomic 2002; Evers, Tomic, and Brouwers 2004), Turkey (Bümen 2010), Israel (Friedman 2003; Ozdemir 2007), and Norway (Skaalvik and Skaalvik 2007).”
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy (2018, background): “Not in accordance with previous study (Betoret, 2009; Tatar & Horenczyk, 2003), and with our hypothesis, higher perceived percentage of immigrant students was unrelated to either burnout or self-efficacy.”
Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “…stress has been linked to work dissatisfaction, emotional exhaustion, decreased work engagement, teaching inefficiency, lower motivation, and higher levels of burnout and teacher attrition (Betoret, 2009; Klassen & Chiu, 2010; Newberry & Allsop, 2017; Skaalvik & Skaalvik, 2007, 2011, 2016).”
The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, unknown): “High levels of teacher bum out have been associated with experiencing job stressors and perceiving high demands and low control in their job (Betoret, 2009; Santa virta, Solovieva, & Theorell, 2007), as well as low job performance, frequent absences, and turnover (Burke, Greenglass, & Schwarzer,…”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, background): “Research concerning the relationship between teachers’ stress responses and actual teaching behaviour is scarce, as most studies focus on perceived performance (e.g. Betoret, 2009; Kokkinos, 2007).”
Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy. (2012, unknown): “…2006), family involvement in education (Garcia, 2004; Hoover-Dempsey, Bassler, & Brissie, 1987), tendency to risk taking and innovation (Basım, Korkmazyürek, & Tokat, 2008; Ghaith & Yaghi, 1997; Ross, 1994), collective efficacy (Goddard & Goddard, 2001), and job stress (Betoret, 2009; Ross, 1994).”
The mediating role of burnout on the relationship of emotional intelligence and self-efficacy with OCB and performance (2015, background): “Finally, Betoret (2009) found, in a sample of Spanish primary and secondary school teachers, that a positive perception of self-efficacy reduced or mitigated the impact that the potential stressors have on teaching work.”
How to mobilize social support against workload and burnout: The role of organizational identification (2018, background): “In fact, there is evidence that teachers’ self-efficacy decreases burnout (Betoret, 2009; Skaalvik & Skaalvik, 2010), but there is also initial evidence that teachers’ collective efficacy plays a role in this mechanism (Author & Author, 2015).”