Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis

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Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “Still, the empirical evidence included in this review suggests that TSE may be of higher predictive value for positive factors, such as personal accomplishment, than for dimensions of stress and burnout (see Aloe et al., 2014).”
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy (2018, background): “Teacher burnout has been found to affect many aspects of the profession throughout teachers’ careers, including their willingness to continue working in the field (Aloe et al., 2014).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Early career teachers’ experienced inadequacy in teacher–student relationships is related to their sense of professional agency in the classroom (Aloe et al., 2014; Hong, 2012).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “To date, reviews and meta-analyses of research on teaching self-efficacy have focused primarily on the conceptualization, measurement, and effects of teachers’ self-efficacy (e.g., Aloe et al. 2014; Henson 2002; Klassen and Tze 2014; Kleinsasser 2014; Wyatt 2014; Zee and Kooman 2016).”