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ERIC Number: EJ883237
Record Type: Journal
Publication Date: 2010-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-0144-3410
Exploring the Association between Teachers' Perceived Student Misbehaviour and Emotional Exhaustion: The Importance of Teacher Efficacy Beliefs and Emotion Regulation
Tsouloupas, Costas N.; Carson, Russell L.; Matthews, Russell; Grawitch, Matthew J.; Barber, Larissa K.
Educational Psychology, v30 n2 p173-189 Mar 2010
The purpose of this study is to examine the relationship between teachers' perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle- and high-school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, teacher perception of student misbehaviour was found to have a considerable indirect effect on teacher turnover intentions. Findings signify the importance of developing strategies that enhance teachers' situation-specific efficacy beliefs. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A