Teacher self-efficacy and teacher burnout: A study of relations

By Einar M. Skaalvik, Sidsel Skaalvik. 2010

1,141 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e59362e5fb5e7751c4d40309622b0bee9cee7528

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In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Pre-service teachers' self-efficacy mediates the relationship between career adaptability and career optimism (2017, neutral): “…Mourad, 2013; Buyukgoze-Kavas, Duffy, Güneri, & Autin, 2014; Duffy & Lent, 2009; Klassen & Tze, 2014; Lent et al., 2011) and retention in the workforce (Beltman, Mansfield, & Price, 2011; Hong, 2010; Klassen & Chiu, 2011; Pfitzner-Eden, 2016; Skaalvik & Skaalvik, 2010; Wang, Hall, & Rahimi, 2015).”
Job characteristics and teacher well-being: the mediation of teacher self-monitoring and teacher self-efficacy (2019, background): “These results are consistent with prevalent findings highlighting the beneficial effects of teacher self-efficacy on teaching performance and teacher well-being (e.g. Caprara et al., 2006; Skaalvik & Skaalvik, 2010; Tschannen-Moran & Hoy, 2001).”
Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors (2015, methodology): “These constructs were chosen on the basis of their apparent importance in predicting burnout, based on a review of recent literature in the area (e.g. Alarcon, Eschleman and Bowling's, 2009; Harris, Harvey, & Kacmar, 2009; Skaalvik & Skaalvik, 2010).”
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers (2017, background): “…prominent stressors in class are related to teacher-student interactions (Pyh€alt€o, Pietarinen, & Salmela-Aro, 2011); primarily to student misbehavior and discipline problems (Fernet, Guay, Sen ecal, & Austin, 2012; Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008a; Skaalvik & Skaalvik, 2010).”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “That high levels of stress among teachers affect their own health and well-being seems obvious and is well documented (Dicke et al., 2015; Evers, Brouwers, & Tomic, 2002; Peltzer, Shisana, Zuma, Van Wyk, & Zungu-Dirwayi, 2009; Skaalvik & Skaalvik, 2010).”
Emotional labour profiles: Associations with key predictors and outcomes (2018, background): “Research has identified, among others, time pressure, educational reforms, and increased number of students as major sources of stress for teachers (e.g. Skaalvik & Skaalvik, 2010).”