A longitudinal study of teacher burnout and perceived self-efficacy in classroom management

Abstract

This study examined the direction and time-frame of relationships between perceived self-efficacy in classroom management and the three dimensions of burnout among 243 secondary school teachers. Structural equation modeling (SEM) analyses indicated that perceived self-efficacy had a longitudinal effect on depersonalization and a synchronous effect on personal accomplishment. However, the direction was reversed for the relationship between perceived self-efficacy and emotional exhaustion; the time frame was synchronous. It was concluded that perceived self-efficacy in classroom management must be taken into consideration when devising interventions both to prevent and to treat burnout among secondary school teachers.