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

By Theresa Dicke, P. Parker, Herbert W. Marsh, M. Kunter, Annett Schmeck, Detlev Leutner. 2014

381 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/65749c8bab6c45a008df0e9f27b46270abb39728

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In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout (2016, background): “…association between self-efficacy and aspects of burnout has been consistently found not only in studies across occupational fields, but also in research focusing specifically on teachers (e.g., Dicke et al., 2014; Durr et al., 2014; Fernet, Guay, Senecal, & Austin, 2012; Schwarzer & Hallum, 2008).”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, neutral): “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).”
How to mobilize social support against workload and burnout: The role of organizational identification (2018, background): “Of course, managing students’ misbehavior or lack of motivation and discipline represents a challenging stressor for teachers, particularly during the first years of their career (Dicke et al., 2014; Kokkinos, 2007).”
Self-Efficacy Theory in Education (2016, background): “Researchers have shown that teachers with lower self-efficacy for classroom management are more likely to experience emotional exhaustion (Dicke et al., 2014) and burnout (Aloe, Amo, & Shanahan, 2014).”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, positive): “…self-efficacy for classroom management is regarded as a central facet of teachers' professional competence (Kunter & Baumert, 2006) and key predictor of effective classroom management strategies (Brouwers & Tomic, 1999; Dicke et al., 2014; Lazarides, Buchholz, & Rubach, 2018; Zee & Koomen, 2016).”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “Teachers’ self-efficacy in classroom management is a dimension of teachers’ selfefficacy (Brouwers, & Tomic, 2000; Dicke et al., 2014), and refers to teachers’ beliefs about their capabilities to organize and execute actions that lead to a positive learning environment.”
Reducing reality shock: The effects of classroom management skills training on beginning teachers (2015, background): “The classroom management indicators also tap aspects of burnout, such as personal achievement (perceived success), while selfefficacy in classroom management can be interpreted as a major resource to prevent stress (classroom disturbances) from becoming burnout (Dicke et al., 2014).”
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “In this study, we focus on teacher classroom management self-efficacy because research has shown the importance of this facet of teacher selfefficacy for successful teaching (Dicke et al., 2014; Emmer & Hickman, 1991; Wolters & Daugherty, 2007).”
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. (2020, background): “In this case, academic buoyancy would represent a relatively rare example of the same variable operating as both a mediator and a moderator (for a related example for self-efficacy as a mediator and moderator, see Dicke et al., 2014).”