دورية أكاديمية
Teacher Burnout during COVID-19: Associations with Instructional Self-Efficacy but Not Emotion Regulation
| العنوان: | Teacher Burnout during COVID-19: Associations with Instructional Self-Efficacy but Not Emotion Regulation |
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| اللغة: | English |
| المؤلفون: | Daniel, Emily (ORCID |
| المصدر: | Teachers and Teaching: Theory and Practice. 2023 29(3):310-328. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| الواصفات: | Teacher Burnout, Self Efficacy, COVID-19, Pandemics, Teacher Attitudes, Distance Education, Classroom Techniques, Learner Engagement, Teaching Methods, Predictor Variables, Foreign Countries, Self Control, Attitude Change, Correlation |
| مصطلحات جغرافية: | Australia |
| DOI: | 10.1080/13540602.2023.2179615 |
| تدمد: | 1354-0602 1470-1278 |
| مستخلص: | Teachers face a range of exhausting job demands which contribute to burnout. These demands may be particularly acute during the COVID-19 pandemic, with lockdowns forcing rapid shifts to remote teaching. Yet during times of stress and upheaval, personal resources such as teaching self-efficacy and emotion regulation may protect teachers against burnout. Drawing on the Job Demands-Resources Model, this study aimed to examine the roles of self-efficacy (classroom management, student engagement, and instructional strategies self-efficacy) and emotion regulation (cognitive reappraisal and expressive suppression) as predictors of teacher burnout during the first wave of the COVID-19 pandemic. Using an online survey, 210 Australian school teachers completed measures of teaching self-efficacy, emotion regulation, and burnout while teaching remotely. Burnout was measured using the Copenhagen Burnout Inventory, which categorises burnout into personal, student-related and work-related sources. As hypothesised, lower instructional strategies self-efficacy predicted higher work-related burnout during COVID-19. Teaching experience also predicted higher burnout. Counter to the hypotheses, however, emotion regulation was unrelated. The findings indicate that different types of teaching self-efficacy may be beneficial in protecting teachers from burnout from different sources. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الانضمام: | EJ1386172 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1354-0602 1470-1278 |
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| DOI: | 10.1080/13540602.2023.2179615 |