Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester

Fives, Helenrose; Hamman, Doug; Olivárez, Arturo

doi:10.1016/j.tate.2006.03.013

Cited by 261 publications

(212 citation statements)

References 34 publications

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“…Therefore, induction programmes can be seen as a form of job resources. In line with this, it was found that the lack of experienced support is related to pre-service and BTs' sense of burnout (Fives, Hamman, & Olivarez, 2007;Gavish & Friedman, 2010) and that support is essential for retention (Ooghe, Thomas, Tuytens, Devos, & Vanderlinde, 2016).…”

Section: Defining and Modelling Stressmentioning

confidence: 88%

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

209

156

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The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Harmsen, Ruth; Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2018Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Harmsen, R., Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching: Theory and Practice, 24(6), 626-643. https://doi.org/10. 1080/13540602.2018.1465404 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Ruth Harmsen , Michelle Helms-Lorenz, Ridwan Maulana and Klaas van VeenTeacher education, University of groningen, groningen, the netherlands ABSTRACT In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs' perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs. IntroductionThe teaching profession is considered to be a highly stressful profession (Johnson et al., 2005;Newberry & Allsop, 2017). Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008;Johnson & Birkeland, 2003;Kyriacou, 2001;Skaalvik & Skaalvik, 2015). In the Netherlands specifically, a figure from 2014 shows that ca. 1 out of 5 teachers experienced burnout symptoms. Teachers also reported higher levels of workload compared to other professionals (Hooftman, Mars, Janssen, de Vroome & Van den Bossche, 2015). Particularly, beginning teachers (BTs) seem to be more vulnerable to the pressures of the profession compared to experienced teachers (Gold & Roth, 1993). A recent study in the US showed that ...

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Section: Defining and Modelling Stressmentioning

confidence: 88%

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

209

156

View full text Add to dashboard Cite

show abstract

“…Teacher's sense of efficacy was measured using Teacher Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001) and adopted by many researchers to assess teacher's sense of efficacy (e.g., O'Neill and Stephenson, 2012;Mergler and Tangen, 2010;Charalambous et al, 2008;Fives et al, 2007;Poulou, 2007;Klassen et al, 2009). TSES consists of 24 items with three sub-scales: efficacy for student engagement, efficacy for instructional strategies and efficacy for classroom management.…”

Section: Measure Of Teacher's Sense Of Efficacymentioning

confidence: 99%

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Bakar¹

2012

Journal of Social Sciences

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The objective of the study was to assess student teachers' efficacy in one of the teacher training institutions in Malaysia, with specific reference to the aspects of student engagement, instructional strategies and classroom management. The sample size was 675 final-year teacher education students. The findings suggest that a majority of the respondents had a high level of teaching efficacy (M = 3.98; SD = 0.36). They were also highly efficacious in student engagement (M = 4.01; SD = 0. 41), instructional strategies (M = 4.01; SD = 0. 39) and classroom management (M = 4.00; SD = 0.45). A significant correlation was found between teaching efficacy and academic achievement C (r = 0.15, p<0.05). The study also revealed that teaching efficacy differed as a function of gender (t = 6.47, p<0.05), career choice (t = 6.04, p<0.05), educational aspiration (t = 2.02, p<0.05) and content major (F 3,668 = 9.86, p<0.05).

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“…Radiation Therapists (RTTs) are not unique in terms of their exposure to the potential of burnout (10)(11)(12) other professionals share similar concerns and there is much we can learn from other professions that are engaged in emotional labour.…”

Section: Introductionmentioning

confidence: 99%

Early Career Resilience: Interdisciplinary Insights to Support Professional Education of Radiation Therapists

Probst

Boylan

Nelson

et al. 2014

Journal of Medical Imaging and Radiation Sciences

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Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester

Cited by 261 publications

References 34 publications

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Early Career Resilience: Interdisciplinary Insights to Support Professional Education of Radiation Therapists

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Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester

Cited by 261 publications

References 34 publications

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY

Early Career Resilience: Interdisciplinary Insights to Support Professional Education of Radiation Therapists

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Product

Resources

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THEY ARE TRAINED TO TEACH, BUT HOW CONFIDENT ARE THEY? A STUDY OF STUDENT TEACHERSâ SENSE OF EFFICACY