Teacher Self-Efficacy, Burnout, Experience and Decision to Refer a Disruptive Student

By Carla J. Egyed, R. J. Short. 2006

168 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6a7cfb86cae88f9215d42d6fcabe6c40a5ce5ab4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Social Psychology

Citations in the corpus

Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “Researchers have typically assumed that self-efficacy affects classroom behaviors and student outcomes rather than the other way around, although empirical studies have mostly been cross-sectional (e.g., Burić & Kim, 2020; Egyed & Short, 2006; Skaalvik & Skaalvik, 2018).”
Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies (2016, background): “This is consistent with prior research on the influence of classroom management on teacher wellbeing (Egyed & Short, 2006; Klassen & Chiu, 2010) as classroom management is of particular concern for many teachers.”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, unknown): “…the use of effective teaching strategies (Guskey, 1988; Ross, 1994; Woolfolk Hoy & Burke-Spero, 2005), better classroom management (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and greater teacher well-being (Egyed & Short, 2006; Smylie, 1988; TschannenMoran & Woolfolk Hoy, 2001).”
Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit (2012, result): “The correlation result was in line with Hypothesis 1, and this negative relationship is also in line with previous research on teachers with more occupational experience (Betoret and Artiga 2010 ; Egyed and Short 2006 ; Skaalvik and Skaalvik 2010 ).”
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy (2018, result): “Many studies show teachers’ self-efficacy to be inversely related to teacher burnout (Egyed & Short, 2006; Evers, Brouwers, & Tomic, 2002; Skaalvik & Skaalvik, 2010; Tatar, Ben-Uri, & Horenczyk, 2011; Yu, Wang, Zhai, Dai, & Yang, 2015).”
Coping with natural disasters in Yogyakarta, Indonesia: A study of elementary school teachers (2013, background): “Teaching efficacy also has been associated with perceptions of teacher psychological health such as burnout (Egyed & Short, 2006) or depression, with depression being linked to low self-efficacy (Bandura, 1993).”
Examining relationship between teachers' self-efficacy and job satisfaction (2017, background): “knowledge in their classes [32], “students’ academic adjustment, patterns of teacher behaviour and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment” [61], and coping with behavioural”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, background): “…effective classroom management (Tsouloupas et al., 2010), high levels of planning and organization (Allinder, 1994), and greater teacher well-being and job satisfaction (Betoret, 2006; Egyed & Short, 2006; Klassen et al., 2009; Skaalvik & Skaalvik, 2007; Smylie, 1988; Tschannen-Moran & Hoy, 2001).”
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, background): “teacher efficacy) have demonstrated less burnout than teachers with low levels of efficacy (Betoret, 2006 ; Egyed & Short, 2006 ; Evers, Brouwers, & Tomic, 2002 ).”