Self-Efficacy and Burnout in Teaching: The Importance of Interpersonal-Relations Efficacy

By I. Friedman. 2003

238 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e8245bd24954482e8929e16442d535dbd79c25a3

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In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Novice teachers’ experience of teaching: a dynamic aspect of burnout (2010, background): “Friedman (2003) found that teachers’ perceived inability to be an organization person significantly predicted feelings of unaccomplishment and exhaustion.”
Effects of Self-Efficacy on Students’ Academic Performance (2013, background): “Study by Friedman (2003) found teacher with higher self-efficacy has more hardiness when experience a burnout situation.”
The Work Tasks Motivation Scale for Teachers (WTMST) (2008, methodology): “Teachers’ perception of self-efficacy was assessed using the French Canadian version (Fernet, Senécal, & Guay, 2005) of the Classroom and School Context Teacher Self-Efficacy Scale (Friedman, 2003).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, methodology): “Friedman (2003), trying to investigate the possible role of self-efficacy in teacher burnout, found that higher levels of self-efficacy could reduce teacher burnout.”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “In this respect, emotional exhaustion is one of the components of burnout and has close ties with personal and professional stress (Freudenberger,1974), yet there is still a lack of research studies which specifically deal with the relationship between teacher emotions and burnout (Frenzel&…”
Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors (2012, methodology): “Classroomwork primarily involves teaching and class management (Friedman, 2003).”
Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach (2009, methodology): “In recent years, the self-efficacy concept has developed from a unidimensional construct to a multidimensional construct (see Chan, 2008; Friedman, 2003; Skaalvik & Skaalvik, 2007).”
Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction (2010, background): “Additionally, research indicates that teacher self-efficacy has an inverse correlation with perceived levels of burnout among general educators (Friedman, 2003).”
Burnout and Secondary Trauma Among Forensic Interviewers of Abused Children (2006, background): “Self-efficacy is the person’s belief in his or her ability to organize and carry out an action directed toward a specific goal (Bandura, 1997; Friedman, 2003).”
Self-Efficacy and Burnout in Professional School Counselors. (2012, unknown): “…studies which have investigated the relationship between teachers’ burnout and self-efficacy (Bümen, 2010; Chan, 2007; Çelikkaleli, 2011; Çimen, 2007; Evers, Brouwers, & Tomic, 2002; Friedman, 2003; Schwarzer, Schmitz, & Tang, 1999; Skaalvik & Skaalvik, 2007; Tang, Au, Schwarzer, & Schmitz, 2001).”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, background): “Nine SE scales contained sub-scales that their authors labelled as pertaining to classroom management and/or discipline (Brouwers & Tomics 2001; Dellinger et al., 2008; Emmer & Hickman, 1991; Friedman, 2003; Paneque & Barbetta, 2006; Skaalvik & Skaalvik, 2007; Tschannen-Moran & Woolfolk Hoy, 2001; W”
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, methodology): “represented in our data set were Spain (Betoret 2009), the Netherlands (Brouwers and Tomic 2000a; Evers, Brouwers, and Tomic 2002; Evers, Tomic, and Brouwers 2004), Turkey (Bümen 2010), Israel (Friedman 2003; Ozdemir 2007), and Norway (Skaalvik and Skaalvik 2007).”
Teachers’ Approaches Toward Cultural Diversity Predict Diversity-Related Burnout and Self-Efficacy (2018, background): “However, despite the negative association between self-efficacy and burnout mentioned earlier, classroom efficacy was reported in another study to be higher among homeroom teachers than among subject teachers (Friedman, 2003).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…self-efficacy have furthermore been found to be more satisfied with their job and to suffer less from burnout symptoms than less efficacious educators (Brou-wers, Evers, & Tomic, 2001; Caprara, Barbaranelli, Borgogni, & Steca, 2003; Friedman, 2003; Klassen & Chiu, 2010; Skaalvik & Skaalvik, 2010).”