Teacher self-efficacy shows negative associations with burnout factors¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the review's criteria-based synthesis of TSE research, TSE shows negative associations with burnout factors. → M. Zee 2016

Evidence¶

M. Zee 2016¶

M. Zee, H.M.Y. Koomen. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research. https://doi.org/10.3102/0034654315626801

q2 · i? · review · r2

Synthesis of 165 eligible articles on teacher self-efficacy via a criteria-based review approach: the review reports that "negative associations were found between TSE and burnout factors". No effect sizes are printed for this association.

"and factors underlying teachers' psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors."

Discussion¶

Related Claims¶

• Tse Positive Links Well Being Factors
• The review identifies gaps in the measurement and analysis of TSE in the educational literature — related
• Principal burnout is negatively related to job satisfaction and self-efficacy and co-occurs with stress — related
• Teacher self-efficacy shows positive links with students' academic adjustment — related
• Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13) — related
• Burnout dimensions (exhaustion and disengagement) negatively predict future teacher self-efficacy at adjacent time points — a narrower finding that bears on this claim
• TSE does not consistently predict future burnout; only one significant path (TSE to disengagement, Time 1 to Time 2) emerged — related