Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation

By Costas N. Tsouloupas, Russell L. Carson, Russell A. Matthews, Matthew J. Grawitch, Larissa K. Barber. 2010

449 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/81331f63cf81ad306058bb676f9d9ba4062181b3

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In Organizational Behavior and Human Resource Management

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “…controlled for teaching disciplinary efficacy because teachers’ competence in dealing with children’s behaviors has been related to teachers’ stress, emotional regulation, emotional exhaustion (e.g., Tsouloupas et al., 2010), and responsiveness (e.g., Rimm-Kaufman & Sawyer, 2004) in the literature.”
Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013 (2014, background): “Indeed, self-efficacy for classroom management mediated the relationship between teacher burnout and challenging student behaviors (Tsouloupas et al., 2010)— an important finding considering SETs of students with ED have the highest rate of burnout among SETs (Banks & Necco, 1990; Nichols & Sosnowsk”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “Use of reappraisal strategies was associated with a greater likelihood of moving and leaving over staying, perhaps depending on which explanation individual teachers created to explain their situation (Kyriacou, 2001; Lazarus & Folkman, 1987; Tsouloupas et al., 2010).”
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students (2015, background): “Ultimately, high levels of emotional distress may lead to burnout (Tsouloupas et al. 2010) and a downward spiral of deteriorating teacher performance and child behavior (Osher et al. 2007).”
The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “Moreover, frequent experience of negative emotions may undermine teacher’s sense of professional self-efficacy (Kavanagh and Bower 1985; Maslach and Jackson 1981) and over time, lead to professional burnout (Tsouloupas et al. 2010).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Teacher perceptions of student misbehavior are directly and positively associated with emotional exhaustion, which is a core dimension of burnout (Tsouloupas et al. 2010).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “…2001); questionnaire Stages of professional life; self-efficacy; school/ administrative support for new teachers; support of peers and colleagues Tsouloupas et al. (2010) Links between burnout and emotional exhaustion, teacher efficacy in handling student misbehaviour, and attrition + migration…”