ERIC Number: EJ1036752
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 141
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-Analysis
Aloe, Ariel M.; Amo, Laura C.; Shanahan, Michele E.
Educational Psychology Review, v26 n1 p101-126 Mar 2014
Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.
Descriptors: Teacher Burnout, Teaching Conditions, Self Efficacy, Multivariate Analysis, Meta Analysis, Classroom Techniques, Psychological Patterns, Teacher Attitudes, Teaching Styles
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A