Teacher Self-Efficacy, Burnout, and Control/Value Appraisals: A Closer Look at Specific Relationships

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-4 - Poster Session 2: Motivational and Affective Processes

Abstract

Empirical and theoretical work has examined the relationship between teacher self-efficacy and teacher burnout using a variety of methods. Fewer studies have examined the relations between specific aspects of teaching self-efficacy and the three dimensions of teacher burnout in the context of control and value appraisals. This study examines teacher appraisals of control and value in relation to self-efficacy for teaching (instruction, classroom management, motivating students) and the effect of these on the three dimensions of teacher burnout (emotional exhaustion, depersonalization, and personal accomplishment). Results indicate differentiated patterns of relations between teacher self-efficacy, appraisals, and the three dimensions of burnout. Findings and implications are discussed.

Authors

• Hadley J. Solomon, University of New Hampshire

• Shay Cassily, University of New Hampshire

• Mary Dindorf, University of New Hampshire

• Joy Dangora Erickson, University of New Hampshire

• Beth S Fornauf, University of New Hampshire

• Minori Haga Stefon, University of New Hampshire