Exploring the Emotional Endeavor of Teaching: Emotions, Self-Efficacy, and Burnout

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

The study aimed to investigate the relationship between mathematics teachers’ emotions, self-efficacy, and burnout. Accordingly, 222 public middle school mathematics teachers in a metropolitan city in Turkey participated in the study. Structural equation modeling was performed to test the hypothesized model. Results indicated that personal accomplishment predicted teacher self-efficacy for classroom management, student engagement, and instructional strategies. Teacher self-efficacy for student engagement was negatively related to emotional exhaustion. Besides, teacher self-efficacy for classroom management, student engagement, and instructional strategies contributed to explaining teacher anger, anxiety, and enjoyment. The findings might provide implications on how to reduce teacher burnout and improve teachers’ beliefs and positive emotions to shape effective mathematics-related classroom practices.

Authors

• Başak Calık, Istanbul Medeniyet University

• Yesim Capa Aydin, Middle East Technical University