Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

By K. Herman, Jal’et Hickmon-Rosa, W. Reinke. 2018

570 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ba885e297a63472071b910a4d0cd326469af73c3

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jalil Fathi
2. Dustin Miller
3. Citlali E. Molina
4. Belinda Gimbert
5. Meghan Breedlove
6. Emily Herman
7. Ali Derakhshan

In Education

1. Ali Derakhshan
2. Vincent Greenier
3. Jalil Fathi
4. Dustin Miller
5. Citlali E. Molina
6. Belinda Gimbert
7. Meghan Breedlove
8. Emily Herman

Citations in the corpus

• Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “…stress (Aflakseir & Nemati, 2018), insufficient support (Scott, 2019), and interpersonal conflicts, role ambiguity (Papastylianou et al., 2009), it is also recognized that teachers’ own psychological tendencies affect the way they tackle these undesirable elements (Herman et al., 2017).”
• Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “Continued high levels of chronic stress can lead to occupational burnout, dissatisfaction, and an exit from the profession (Herman et al., 2018; Maslach et al., 2001; Ryan et al., 2017; Wang et al., 2015).”
• The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching (2021, background): “devastating ripple effects of teacher burnout and turnover in our education system (Herman et al., 2018; Loeb et al., 2005).”