A longitudinal study of teacher burnout and perceived self-efficacy in classroom management

By A. Brouwers, W. Tomic. 2000

1,202 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8b579a25526cc89653549aebc9e353b078f506cd

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In General Health Professions

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “In any educational setting it is critical for teachers to effectively deal with students; that is, it is important for teachers to adequately handle disruptive students to reach their instructional goals (Brouwers & Tomic, 2000).”
Toward a process model of burnout: Results from a secondary analysis (2001, methodology): “The five studies that were included are: (1) Jackson, Schwab, and Schuler (1986), who studied 248 elementary and secondary school teachers within 1 year; (2) Leiter (1990), who studied 122 mental health workers with a 6month interval; (3) Lee and Ashforth (1993), who examined burnout among superviso”
The interplay of possible language teacher selves in professional development choices (2013, background): “…those who have entered the teaching profession tie a good deal of significance to their professional self-efficacy and constantly strive to improve as practitioners (Bell & Gilbert, 1994; Brouwers & Tomic, 2000; Butler, Laucher, Jarvis-Selinger, & Beckingham, 2004; Moe, Pazzaglia, & Ronconi, 2010).”
Relationship Between School and Classroom Environment and Teacher Burnout: A LISREL Analysis (2003, background): “In response to the trenchant criticisms of Guglielmi and Tatrow, Tatar and Yahav (1999) employed secondary students’ perceptions of burnout among Israeli teachers, and Brouwers and Tomic (2000) used a longitudinal design in their investigation of efficacy and burnout in The Netherlands.”
Existential fulfillment and burnout among principals and teachers (2008, methodology): “Burnout appears common among teachers (Brouwers and Tomic 2000; Evers, Tomic, and Brouwers 2002).”
A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence (2003, background): “For instance, research has found that many teachers leave the profession because they become burned out, and teacher burnout has been linked to teachers’ perceived self-efficacy in classroom management (Brouwers & Tomic, 2000; Chwalisz, Altmaier & Russell, 1992; Emmer & Hickman, 1991).”
Constructive Thinking and Burnout among Secondary School Teachers (2005, background): “Resulting feelings of guilt and blame, and lack of self-efficacy will contribute to the onset of burnout (Brouwers & Tomic, 2000; Cherniss, 1993; Evers, 2002; Schmitz, 2001).”
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout (2016, background): “The available evidence regarding the directionality of these associations is not unequivocal (Brouwers & Tomic, 2000; Dicke et al., 2015; Schwarzer & Hallum, 2008). http://daneshyari.com/article/365457”
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester (2007, background): “Specifically, these researchers have studied, longitudinally, the relation of self-efficacy and burnout finding that these constructs seem to be related in experienced secondary teachers (Brouwers & Tomic, 2000).”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, positive): “We had hypothesized (Hypothesis 1) in line with previous findings (Brouwers & Tomic, 2000; Klassen & Chiu, 2010) that classroom management self-efficacy during early career would be less stable than among more experienced teachers.”