Changes in Beginning Teachers’ Efficacy and Emotional Exhaustion: Can They Be Predicted by Professional Knowledge?

• In Event: Preservice Teachers as Both Learners and Teachers

Abstract

While much research focuses on teacher efficacy, burnout, and their interaction, there is a lack of studies investigating change of these variables, particularly regarding how this change can be predicted. To fill in this gap we specified longitudinal latent change models of teacher efficacy and emotional exhaustion. Additionally, we investigated if professional knowledge can predict change in these variables. Overall, results reveal an increase of emotional exhaustion and a smaller increase of teacher self-efficacy. Prior emotional exhaustion seems to predict change in teacher efficacy rather than vice versa; large change in one variable is related to small change in the other. Some domains of professional knowledge buffer the increase of emotional exhaustion, but not of teacher self-efficacy.

Authors

• Theresa Dicke, University of Duisburg-Essen

• Philip David Parker, University of Western Sydney

• Doris Holzberger, Goethe University

• Mareike Kunter, Goethe University

• Detlev Leutner, University of Duisburg-Essen