Stressors, Self‐Efficacy, Coping Resources, and Burnout among Secondary School Teachers in Spain

By F. Betoret. 2006

467 citations recorded by the source corpus.

Subfields: General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d915f6dc142c6835d8448dbc5a86ec36b5e96c03

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In General Health Professions

In Social Psychology

Citations in the corpus

Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, background): “As confirmed by Betoret (2006), the feeling of being exhausted or oppressed by the demands of the job is markedly less when a social support network of colleagues, superiors, and tutors is available; while teachers with a strong sense of depersonalization, given how this trait has conventionally…”
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, methodology): “Betoret (2009) chose to use a revised version (four items) of a scale published by Betoret (2006).”
Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “Professional selfefficacy is supported and anxiety decreased by good relations and interaction with parents (Betoret, 2006; Forsyth, Barnes, & Adams, 2006; Westergård, 2007).”
The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “It seems that the participants worked in supportive school climate, with cooperative colleagues and parents, and with children making progress (Betoret, 2006; Caprara, Barbaranelli, Borgogni, & Petitta et al., 2003; Cockburn & Haydn, 2004; Goddard & LoGerfo, et al., 2004; Schwarzer & Hallum, 2008;…”
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career (2020, unknown): “Teachers are likely to feel more or less efficacious contingent on the resources and constraints of the specific school setting in which they teach (Betoret, 2006; De Neve, Devos, & Tuytens, 2015; Hakanen, Bakker, & Schaufeli, 2006).”
Stress and psychological distress among trainee secondary teachers in England (2008, background): “While depression is the most common outcome of teacher stress, other problems include chronic fatigue and burnout (Betoret, 2006 ; Friedman & Farber, 1995 ; Russell, Altmaier, & Van Velzen, 1987 ; Shirom, 1997 ).”
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).”
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, background): “…reflects unpleasant negative emotions such as anger, anxiety, and frustration (e.g., Jepson & Forrest, 2006), and it has been connected with low job satisfaction in some settings (e.g., Betoret, 2006), we predicted that job stress will be inversely related to job satisfaction across cultures.”
Factors Influencing Stress, Burnout, and Retention of Secondary Teachers. (2011, background): “Betoret (2006) conducted a study on Spanish teachers in Spain.”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “Such aspects are often termed stressors (Betoret, 2006) or job demands (Hakanen, Bakker, & Schaufeli, 2006).”
Examining occupational self-efficacy, work locus of control and communication as moderators of the job insecurity—job performance relationship (2010, background): “The moderating effect of self-efficacy in the context of resource loss has been shown in many studies (see also Betoret, 2006; Jex and Bliese, 1999; Matsui and Onglatco, 1992; Siu et al., 2005), but not yet for the job insecurity–performance relationship.”
Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction (2014, background): “Teachers with lower self-efficacy experience higher levels of job stress and greater difficulties in teaching (Betoret, 2006; Klassen et al., 2010).”
Predicting Teacher Retention Using Stress and Support Variables. (2011, background): “Obstacles derived specifically from external relationships with school authorities and co-workers are perceived to have a more negative effect than interactions with students ( Betoret, 2006”