Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions

Wang, Hui; Hall, Nathan C.; Rahimi, Sonia

doi:10.1016/j.tate.2014.12.005

Cited by 324 publications

(256 citation statements)

References 81 publications

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“…In a study with 1,939 German teachers, Klusmann and colleagues [88] found that student discipline, as perceived by both teachers and principals, was inversely related to teachers' emotional exhaustion. Analogously, Wang, Hall and Rahimi [89] showed, in a study on 523 teachers, that emotional exhaustion was negatively related to teachers' appraisal of students' engagement in classroom activities and learning processes. Our study showed that teachers' appraisal of their own emotions was associated with their appraisal their students' behavior and emotions.…”

Section: Why High Perceived Negative Emotion Intensity Is Associatedmentioning

confidence: 90%

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Fiorilli¹,

Pepe²,

Buonomo³

et al. 2017

TOPSYJ

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Background:Teachers are at-risk of burnout due to continuous emotional demands. Existing research suggests that there is a strong relationship between the burnout phenomenon and teachers' propensity to experience unpleasant emotions. Objective:The current study examined whether teachers' levels of burnout affect the process by which they appraise school-life events that elicit negative emotions. Methods:Participants were 316 school teachers. Teachers' appraisal of both students' negative emotion intensity (SAE) and their own negative emotion intensity (TAE) was evaluated via the Emotional Competence Questionnaire. Teachers' burnout levels were measured using the Maslach Burnout Inventory. The main hypothesis was tested by using SEM to assess a full model. Results:The findings suggest that burnout compromises teachers' appraisal of both their students' and their own negative emotion intensity. Conclusion:We discuss how our main findings may be interpreted and explore their implications for educational settings.

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Section: Why High Perceived Negative Emotion Intensity Is Associatedmentioning

confidence: 90%

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

Fiorilli¹,

Pepe²,

Buonomo³

et al. 2017

TOPSYJ

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“…A wide range of institutional, economic, and organizational factors have been studied, that can serve as predictors of teacher turnover at schools. A prominent group of predictors that emerged in this research is a group of socio-psychological factors characterizing the attitudes of teachers toward their work and the profession at large: teachers' job satisfaction, individual and collective self-efficacy, and professional commitment [Ashton, Webb 1986;Goddard, Goddard 2001;Ingersoll 2001;Wang, Hall, Rahimi 2015]. However, most of the research on this topic was performed using data from North America and Europe.…”

Section: Introductionmentioning

confidence: 99%

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Александрович¹,

Александровна²

2016

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Abstract. The present study examines structural and socio-psychological factors affecting attitudes towards quitting the profession among school teachers. We explore effects of perceived workplace difficulties, employment opportunities, self-efficacy beliefs, and emotional attachment to the teaching profession. The survey was conducted among public secondary school teachers in Saint Petersburg, Russia (N = 730). The regression analysis revealed that self-efficacy beliefs and professional commitment are the strongest predictors for retention, some work-related stress factors contribute to the likelihood of switching profession, while the number of years of teaching experience and work experience outside of teaching have no effect. The results do not support the hypothesis that early-career teachers are more tolerant to switching professions. The implications for retaining teachers in the profession are discussed.

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“…Walau-pun penelitian tentang kontribusi kemampuan konten seorang guru-peneliti terhadap keberhasilan penelitian yang dilakukan belum diketahui, tetapi kontribusi kemampuan konten seorang guru terhadap proses pembelajaran yang merupakan basis praktis penelitian tindakan ke-las telah diteliti. Beberapa peneliti diantaranya Wang et al, (2015) dan Swinkels et al, (2013) menyatakan bahwa kemampuan konten seorang guru berimplikasi pada tindakan pedagogis yang dilakukan didalam kelas. Menurut hasil penelitian Wang et al, (2015) seorang guru yang memiliki rasa percaya diri tinggi terhadap kemampuannya cenderung akan sabar, lebih efektif dalam mengelola kelas, sedikit memberikan kritik terhadap siswanya, dan mendorong siswanya untuk lebih mandiri.…”

Section: Pemahaman Terhadap Konten Biologi Berdasarkan Persepsi Persounclassified

“…Beberapa peneliti diantaranya Wang et al, (2015) dan Swinkels et al, (2013) menyatakan bahwa kemampuan konten seorang guru berimplikasi pada tindakan pedagogis yang dilakukan didalam kelas. Menurut hasil penelitian Wang et al, (2015) seorang guru yang memiliki rasa percaya diri tinggi terhadap kemampuannya cenderung akan sabar, lebih efektif dalam mengelola kelas, sedikit memberikan kritik terhadap siswanya, dan mendorong siswanya untuk lebih mandiri. Hal tersebut diperkuat oleh hasil penelitian Abernathy-Dyer et al, (2013) yang menggambarkan bahwa guru dengan rasa percaya diri tinggi cenderung mengarahkan siswa untuk memperoleh pencapaian akademik yang baik.…”

Section: Pemahaman Terhadap Konten Biologi Berdasarkan Persepsi Persounclassified

“…Hal tersebut diperkuat oleh hasil penelitian Abernathy-Dyer et al, (2013) yang menggambarkan bahwa guru dengan rasa percaya diri tinggi cenderung mengarahkan siswa untuk memperoleh pencapaian akademik yang baik. Berdasarkan hasil penelitian Wang et al, (2015) diketahui bahwa self efficacy seorang guru terhadap konten yang diajarkan mengarah pada praktek pedagogi yang lebih baik dan berorientasi pada kepentingan siswa. Sebagaimana yang dijelaskan oleh Rustaman (2010) bahwa konsepsi seorang guru diperlukan untuk mempengaruhi praktek di kelas.…”

Section: Pemahaman Terhadap Konten Biologi Berdasarkan Persepsi Persounclassified

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Preferensi Dan Persepsi Personal Peserta Terhadap Konten Biologi Yang Menjadi Fokus Penelitian Selama Mengikuti Pendidikan Profesi Guru

Solihat¹,

Rustaman²,

Widodo³

et al. 2015

JPMIPA

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ABSTRAKArtikel ini menyajikan hasil penelitian tentang perkembangan preferensi dan persepsi personal peserta program pendidikan profesi guru. Penelitian longitudinal ini dilakukan di salah satu universitas penyelenggara pendidikan profesi guru biologi di Indonesia selama satu setengah tahun. Sejumlah 23 peserta program pendidikan profesi guru biologi yang menjadi subyek penelitian ini memiliki latar belakang akademik sarjana biologi dan tidak memiliki pengalaman melaksanakan penelitian pendidikan. Dokumen rancangan dan laporan penelitian tindakan kelas peserta selama mengikuti pendidikan profesi guru merupakan sumber data utama penelitian yang menggunakan desain penelitian campuran tipe eksploratori sekuensial. Kuesioner tentang kemampuan konten biologi merupakan instrumen pendukung yang digunakan dalam penelitian ini. Hasil menunjukkan bahwa preferensi tema konten biologi peserta selalu berubah. Persepsi personal peserta terhadap konten biologi yang dipilihnya sebagai fokus penelitian juga bervariasi. Sebagai tambahan, pemilihan konten yang dijadikan fokus penelitian tidak terkait dengan kepercayaan diri peserta terhadap pemahaman konten yang dimilikinya. Kata kunci: program pendidikan profesi guru, fokus penelitian, konten biologi ABSTRACTThis paper presents results of study on the development of professional training program participants' personal perceptions and preferences toward biology content which were used as their research subject along the program. This longitudinal study was carried out in one of universities which conducted professional training program. As many as 23 participants have an undergraduate degree in biology and did have not educational research experience. The main data source for this sequential exploratory research design was participants' classroom action research document which was analyzed along the program. Questionnaire on biological content capabilities was used as an additional instrument to identify participant's personal perception. Results showed that biology content themes used are always changing. Personal perception of participants according to biology content also varied. In addition, biology content chosen as research focus was not related with the level of complexity of the content and participants self-efficacy. Keywords: biology content, teacher professional training program, research focus PENDAHULUANIsu tentang pendidikan profesi guru di Indonesia beberapa tahun terakhir menjadi sangat menarik khususnya karena dinamika yang terjadi terkait dengan kebijakan pemerintah yang memberlakukan perubahan mendasar dalam pendidikan guru. Berlakunya Undang-Undang Nomor 14 Tahun 2005 tentang guru dan dosen mengisyaratkan bahwa calon guru harus memiliki kualifikasi akademik strata satu (S1) pendidikan dan atau non kependidikan serta harus mengikuti pendidikan profesi guru. Sebagai lanjutan dari kebijakan tersebut, pada tahun 2010 pemerintah Indonesia melalui kementerian pendidikan nasional mulai menginisiasi program pendidikan profesi guru untuk peserta yang bukan berasal dari ...

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Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions

Cited by 324 publications

References 81 publications

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

At-Risk Teachers: The Association Between Burnout Levels and Emotional Appraisal Processes

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Preferensi Dan Persepsi Personal Peserta Terhadap Konten Biologi Yang Menjadi Fokus Penelitian Selama Mengikuti Pendidikan Profesi Guru

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