Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

Contemporary Educational Psychology

Volumn 41, Issue , 2015, Pages 62-72

  Dicke, Theresa ^a   Parker, Philip D ^b   Holzberger, Doris ^c   Kunina Habenicht, Olga ^c   Kunter, Mareike ^c   Leutner, Detlev ^a  

^a UNIVERSITY OF DUISBURG ESSEN   (Germany)

^b AUSTRALIAN CATHOLIC UNIVERSITY   (Australia)

^c GOETHE UNIVERSITY   (Germany)

Author keywords

Beginning teachers; Emotional exhaustion; Latent change; Professional knowledge; Self efficacy

Indexed keywords

EID: 84917690574     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2014.11.003     Document Type: Article

References (85)

1. Asparouhov T., Muthén B. Plausible values for latent variables using Mplus Technical Report. http://www.statmodel.com/download/Plausible.pdf.
2. Bakker A.B., Hakanen J.J., Demerouti E., Xanthopoulou D. Job resources boost work engagement, particularly when job demands are high. Journal of Educational Psychology 2007, 99:274-284.
3. Bandura A. Self-efficacy: The exercise of control 1997, Freeman, New York.
4. Bauer J., Prenzel M. European teacher training reforms. Science 2012, 336:1642-1643.
5. Baumert J., Kunter M. The COACTIV model of teachers' professional competence. Cognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project 2013, 25-48. Springer, New York, NY. M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, M. Neubrand (Eds.).
6. Brouwers A., Tomic W. A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education 2000, 16:239-253.
7. Browne M.W., Cudeck R. Alternative ways of assessing model fit. Testing structural equation models 1993, 136-162. SAGE, Beverly Hills, CA. K.A. Bollen, J.S. Long (Eds.).
8. Byrne B.M. The nomological network of teacher burnout: A literature review and empirically validated model. Understanding and preventing teacher burnout: A sourcebook of international research and practice 1999, 15-37. Cambridge College Press, Cambridge, UK. R. Vandenberghe, A.M. Huberman (Eds.).
9. Caprara G.V., Barbaranelli C., Borgogni L., Steca P. Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology 2003, 95:821-832.
10. Carson R.L., Plemmons S., Templin T.J., Weiss H.M. "You are who you are:" a mixed method study of affectivity and emotional regulation in curbing teacher burnout. Personality, stress and coping: Implications for education 2011, Vol. 6:239-265. Information Age Publishing, Charlotte, NC, Series; Vol. G.S. Gates, W.H. Gmelch (Eds.).
11. Chen F.F. Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling 2007, 14:464-504.
12. Cheung G.W., Rensvold R.B. Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling 2002, 9:233-255.
13. Cortina K.S., Thames M.H. Teacher education in Germany. Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project 2013, 49-63. Springer, New York, NY. M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, M. Neubrand (Eds.).
14. Crockett L., Schulenberg J., Petersen A. Congruence between objective and self-report data in a sample of young adolescents. Journal of Adolescent Research 1987, 2:383-392.
15. Cropanzano R., Rupp D.E., Byrne Z.S. The relationship of emotional exhaustion to work attitudes, job performance, and organizational citizenship behaviors. Journal of Applied Psychology 2003, 88:160-169.
16. Dewe P., Trenberth L. Work stress and coping: Drawing together research and practice. British Journal of Guidance & Counselling 2004, 32:143-156.
17. Dicke T., Parker P.D., Marsh H.W., Kunter M., Schmeck A., Leutner D. Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology 2014, 106:569-583.
18. Enders C.K. Applied missing data analysis 2010, Guilford Press, New York.
19. Enzmann D., Kleiber D. Helfer-Leiden: Stress und burnout in psychosozialen berufen [Helpers suffering: Stress and burnout in psychosocial work areas] 1989, Roland Asanger Verlag, Heidelberg.
20. Evertson C.M., Weinstein C.S. Classroom management as a field of inquiry. Handbook of classroom management: Research, practice, and contemporary issues 2006, 3-15. Lawrence Erlbaum Associates, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
21. Farber B.A. Crisis in education, stress and burnout in the American teacher 1991, Jossey-Bass, San Francisco, CA.
22. Ferrer E., McArdle J.J. Longitudinal modeling of developmental changes in psychological research. Current Directions in Psychological Science 2010, 19:149-154.
23. Fives H., Hamman D., Olivarez A. Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education 2007, 23:916-934.
24. Frey A., Hartig J., Rupp A. Booklet designs in large-scale assessments of student achievement: Theory and practice. Educational Measurement: Issues and Practice 2009, 28:39-53.
25. Friedman I.A. Burnout in teachers: The concept and its unique core meaning. Educational and Psychological Measurement 1993, 53:1035-1044.
26. Friedman I.A. Burnout: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology 2000, 56:595-606.
27. Friedman I.A. Classroom management and teacher stress and burnout. Handbook of classroom management: Research, practice, and contemporary issues 2006, 925-944. Lawrence Erlbaum Associates, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
28. Gavish B., Friedman I.A. Novice teachers' experience of teaching: A dynamic aspect of burnout. Social Psychology of Education 2010, 13:141-167.
29. Goddard R., O'Brien P., Goddard M. Work environment predictors of beginning teacher burnout. British Educational Research Journal 2006, 32:857-874.
30. Graham J.W. Missing data: Analysis and design 2012, Springer, New York.
31. Guarino C., Santibañez L., Daley G. Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research 2006, 72:173-208.
32. Hill H.C., Rowan B., Ball D.L. Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal 2005, 42:371-406.
33. Holzberger D., Philipp A., Kunter M. How teachers' self-efficacy is related to instructional quality: A longitudinal analysis. Journal of Educational Psychology 2013, 105:774-786.
34. Hong J.Y. Pre-service and beginning teachers' professional identity and its relation to dropping out of the profession. Teaching and Teacher Education 2010, 26:1530-1543.
35. Howard G. Why do people say nasty things about self-reports?. Journal of Organizational Behavior 1994, 15:399-404.
36. Hu L.T., Bentler P.M. Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55.
37. Hultell D., Melin B., Gustavsson J.P. Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach. Teaching and Teacher Education 2013, 32:75-86.
38. Ingersoll R.M. Beginning teacher induction: What the data tell us. Phi Delta Kappan 2012, 93:47-51.
39. Jalongo M.R., Heider K. Teacher attrition: An issue of national concern. Early Childhood Education Journal 2006, 33:379-380.
40. Jex S.M., Bliese P.D. Efficacy beliefs as a moderator of the impact of work-related stressors: A multilevel study. Journal of Applied Psychology 1999, 84:349-361.
41. Klassen R.M., Chiu M.M. Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology 2010, 102:741-756.
42. Klusmann U., Kunter M., Trautwein U., Lüdtke O., Baumert J. Engagement and emotional exhaustion in teachers: Does the school context make a difference?. Applied Psychology: An International Review 2008, 57:127-151.
43. Klusmann U., Kunter M., Voss T., Baumert J. Berufliche beanspruchung angehender lehrkräfte: Die effekte von persönlichkeit, pädagogischer vorerfahrung und professioneller kompetenz [Occupational stress of beginning teachers: The effects of personality, pedagogical experience and professional competence]. Zeitschrift für Pädagogische Psychologie 2012, 26:275-290.
44. König J., Blömeke S. Future teachers' general pedagogical knowledge from a comparative perspective: Does school experience matter?. ZDM: The International Journal on Mathematics Education 2012, 44:341-354.
45. Kunina-Habenicht O., Lohse-Bossenz H., Kunter M., Dicke T., Förster D., Gößling J., et al. Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung? Ergebnisse einer Delphi-Studie [Which domains of broad educational knowledge are important in teacher education? Results of a Delphi Study]. Zeitschrift für Erziehungswissenschaft 2012, 15(4):649-682.
46. Kunina-Habenicht, O., Lohse-Bossenz, H., Kunter, M., Dicke, T., Holzberger, D., Linninger, C., etal. (2014). Empirische Struktur des bildungswissenschaftlichen Wissens und dessen Veränderung im Referendariat [Empirical structure of educational knowledge and ist changes during teacher pre-service preparation]. Paper presented at the annual conference of Gesellschaft für empirische Bildungsforschung [Association of Empirical Educational Research] (GEBF - 2014), Frankfurt, Germany.
47. Kunter M., Kleickmann T., Klusmann U., Richter D. Die entwicklung professioneller kompetenz von lehrkräften. Professionelle kompetenz von lehrkräften-ergebnisse des forschungsprogramms COACTIV [Teachers' professional competencies-results of the research program COACTIV] 2011, 55-68. Waxmann, Münster. M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, M. Neubrand (Eds.).
48. Lazarus R.S. Toward better research on stress and coping. American Psychologist 2000, 55:665-673.
49. Lee R.T., Ashforth B.E. A meta-analytic examination of the correlates of the three dimensions of job burnout. Journal of Applied Psychology 1996, 81:123-133.
50. Lohse-Bossenz, H., Kunina-Habenicht, O., Dicke, T., Leutner, D., & Kunter, M. (2013). Development and Validation of a Test Measuring Theoretical Foundations for Teaching and its Relation to Instructional Behaviour. Manuscript submitted for publication.
51. Maslach C., Jackson S.E., Leiter M.P. Maslach Burnout Inventory: Manual 1996, Consulting Psychologists Press, Palo Alto, CA. 3rd ed.
52. McArdle J.J. A latent difference score approach to longitudinal dynamic structural analyses. Structural equation modeling: Present and future 2001, 342-380. Scientific Software International, Lincolnwood, IL. R. Cudeck, S. du Toit, D. Sörbom (Eds.).
53. McArdle J.J., Hamagami F. Latent difference score structural models for linear dynamic analyses with incomplete longitudinal data. New methods for the analysis of change 2001, 139-175. APA Press, Washington, DC. L.M. Collins, A.G. Sayer (Eds.).
54. McArdle J.J., Prindle J.J. A latent change score analysis of a randomized clinical trial in reasoning training. Psychology and Aging 2008, 32:702-719.
55. McDonald R.P., Marsh H.W. Choosing a multivariate model: Noncentrality and goodness-of-fit. Psychological Bulletin 1990, 107:247-255.
56. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2010, Muthén & Muthén, Los Angeles, CA. 6th ed.
57. Nagengast B., Marsh H.W., Scalas L.F., Xu M., Hau K.-T., Trautwein U. Who took the "x" out of expectancy-value theory? A psychological mystery, a substantive-methodological synergy, and a cross-national generalization. Psychological Science 2011, 22:1058-1066.
58. O'Mara A.J., Marsh H.W., Craven R.G., Debus R. Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educational Psychologist 2006, 41:181-206.
59. Organisation for Economic Co-Operation and Development (OECD) Teachers matter: Attracting, developing and retaining effective teachers 2005, OECD, Paris.
60. Parker P.D., Lüdtke O., Trautwein U., Roberts B.W. Personality and relationship quality during the transition from high school to early adulthood. Journal of Personality 2012, 80:1061-1089.
61. Parker P.D., Marsh H.W., Morin A.J.S., Seaton M., Van Zanden B. If one goes up the other must come down: Examining ipsative relationships between math and English self-concept trajectories across high school. British Journal of Educational Psychology 2014, 10.1111/bjep.12050.
62. Pas E.T., Bradshaw C.P., Hershfeldt P.A. Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology 2012, 50:129-145.
63. Reuter T., Ziegelmann J.P., Wiedemann A.U., Geiser C., Lippke S., Schüz B., et al. Changes in intentions, planning, and self-efficacy predict changes in behaviors: An application of latent true change modeling. Journal of Health Psychology 2010, 15:935-947.
64. Sadler P.M., Sonnert G., Coyle H.P., Cook-Smith N., Miller J.L. The influence of teachers' knowledge on student learning in middle school physical science classrooms. American Educational Research Journal 2013, 50:1020-1049.
65. Schaufeli W.B., Enzmann D. The burnout companion to study and practice 1998, Taylor and Francis, Philadelphia, PA.
66. Schmitt N. Method bias: The importance of theory and measurement. Journal of Organizational Behavior 1994, 15:393-398.
67. Schmitz G.S., Schwarzer R. Selbstwirksamkeitserwartung von lehrern: Längsschnittbefunde mit einem neuen instrument. Zeitschrift für Pädagogische Psychologie 2000, 14:12-25.
68. Schwarzer R., Hallum S. Perceived teacher self-efficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology 2008, 57:152-171.
69. Shulman L.S. Those who understand: Knowledge growth in teaching. Educational Researcher 1986, 15:4-14.
70. Skaalvik E.M., Skaalvik S. Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology 2007, 99:611-625.
71. Skaalvik E.M., Skaalvik S. Teacher self-efficacy and teacher burnout. Teaching and Teacher Education 2010, 26:1059-1069.
72. Steyer R., Eid M., Schwenkmezger P. Modeling true intraindividual change: True change as a latent variable. Methods of Psychological Research 1997, 2:21-35.
73. Stokking K., Leenders F., De Jong J., Van Tartwijk J. From student to teacher: Reducing practice shock and early drop-out in the teaching profession. European Journal of Teacher Education 2003, 26:329-350.
74. Terhart E., Schulze-Stocker F., Kunina-Habenicht O., Dicke T., Förster D., Lohse-Bossenz H., et al. Bildungswissenschaftliches wissen und der erwerb professioneller kompetenz in der lehramtsausbildung. eine kurzdarstellung des BilWiss-projekts [Broad pedagogical knowledge and the acquisition of professional competence in teacher candidates. A brief introduction to the BilWiss project]. Lehrerbildung auf dem Prüfstand 2012, 5:96-106.
75. Tschannen-Moran M., Woolfolk Hoy A. Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education 2001, 17:783-805.
76. Tschannen-Moran M., Woolfolk Hoy A., Hoy W.K. Teacher efficacy: Its meaning and measure. Review of Educational Research 1998, 68:202-248.
77. Tsouloupas C.N., Carson R.L., Matthews R., Grawitch M.J., Barber L.K. Examining teachers' emotional regulation strategies as mediators between student disruptive behavior and teacher burnout. Educational Psychology 2010, 30:173-189.
78. Tynjälä P., Heikkinen H.L.T. Beginning teachers' transition from pre-service education to working life. Zeitschrift für Erziehungswissenschaft 2011, 14:11-33.
79. Van de Schoot R., Lugtig P., Hox J.J. A checklist for testing measurement invariance. European Journal of Developmental Psychology 2012, 9:486-492.
80. Veenman S. Perceived problems of beginning teachers. Review of Educational Research 1984, 54:143-178.
81. Voss T., Kunter M. Pädagogisch-psychologisches Wissen von Lehrkräften. Professionelle kompetenz von lehrkräften-ergebnisse des forschungsprogramms COACTIV [Professional teacher competency-Results of the COACTIV research program] 2011, 193-214. Waxmann, Münster. M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss, M. Neubrand (Eds.).
82. Voss T., Kunter M., Baumert J. Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology 2011, 103:952-969.
83. Woolfolk Hoy A., Burke-Spero R. Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education 2005, 21:343-356.
84. Wudy D.-T., Jerusalem M. Die entwicklung von selbstwirksamkeit und belastungserleben bei lehrkräften [Changes in teachers' self-efficacy and experiences of stress]. Psychologie in Erziehung und Unterricht 2011, 58:254-267.
85. Zapf D., Dormann C., Frese M. Longitudinal studies in organizational stress research: A review of the literature with reference to methodological issues. Journal of Occupational Health Psychology 1996, 1:145-169.