Can We Rely on Collaboration? Exploring Protective Factors Against Teacher Burnout and Self-Efficacy Loss

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Teacher Learning, Collaboration, and Efficacy for Educational Change

Abstract

This study examines to what extent teacher collaboration mediates the relationship between disruptive student behaviors, workload stress, as well as teacher PD needs (predictors) and teacher burnout and self-efficacy (outcomes). It further examines how much this relationship works similarly or differently in the U.S. and Korean contexts. Using the 2018 Teaching and Learning International Survey and multiple-group structural equation modeling mediation analysis, results show that among Korean teachers, teacher collaboration significantly mediates the influence of disruptive behaviors, PD needs, and work stress on teacher self-efficacy. Collaboration also significantly mediates disruptive behavior and PD needs impact on burnout. Unlike the Korean data, teacher collaboration in the U.S. mediated none of the eight relationships between the four predictors and the two outcomes.

Authors

• Joonkil Ahn, University of Arizona

• Seora Park, University of Arizona