Professional Self-Concept as a Predictor of Teacher Burnout

Friedman, Isaac A.; Farber, Barry A.

doi:10.1080/00220671.1992.9941824

Cited by 198 publications

(142 citation statements)

References 19 publications

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“…Positive self-orientation is only significantly related to personal accomplishment. This finding supports the results of studies that are proof of the relationships between the salutary effects of successes in one's personal professional life (Brouwers & Tomic, 1999;Evers, 2002;Friedman & Farber, 1992). Successes lead to self-confidence, increased levels of self-efficacy, and an optimistic view of one's capabilities.…”

Section: Discussionsupporting

confidence: 80%

“…In the Netherlands, the Central Statistical Office published data revealing that burnout in the world of education is more frequent than in any other branch of industry or human service organization, like construction, transport, health-care, or hotel and catering industry (CBS, 1999). This finding is in line with research showing that an important number of teachers say that they feel they might leave the job and that they have had enough of their work (Berkhout, Zijl, & van Praag, 1998;Friedman & Farber, 1992). So it is quite logical that burned out teachers are not able to properly perform their job any longer.…”

Section: Burnoutsupporting

confidence: 75%

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Constructive Thinking and Burnout among Secondary School Teachers

2005

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Abstract. The present study investigated the relationship between Epstein's (1998, Constructive thinking: The key to emotional intelligence. London: Praeger publisher.) components of constructive thinking and burnout as experienced by a sample of Dutch secondary school teachers. A postal questionnaire was sent to teachers from randomly selected secondary schools. The response rate was 54.1%(N = 433). Four components of constructive thinking significantly contributed to the explained variance in emotional exhaustion (17%), depersonalization (21%), and personal accomplishment (20%). The results of the study suggest that secondary school teachers' maladaptive thinking processes prevent them from rational thinking during their work, which significantly contributes to the onset of burnout. Burnout intervention programs for teachers are likely to be more effective when the participator's maladaptive thinking system is taken into consideration. This stems from the idea that personality factors are a probably easier point of departure to tackle burnout symptoms than organizational factors.

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Section: Discussionsupporting

confidence: 80%

Section: Burnoutsupporting

confidence: 75%

Constructive Thinking and Burnout among Secondary School Teachers

2005

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“…The more speci"c relationship between teachers' perceived self-e$-cacy in classroom management and burnout has been investigated as well. Friedman and Farber (1992) found that teachers who considered themselves less competent in classroom management and discipline reported a higher level of burnout than their counterparts who have more con"dence in their competence in this regard.…”

Section: Burnout and Teacher Self-ezcacy In Classroom Managementmentioning

confidence: 94%

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

Brouwers

Tomic

2000

Teaching and Teacher Education

804

459

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“…Interpersonal aspects of the work of teachers, such as maintaining classroom order and functioning on the school team, appear to be important predictors of burnout (Brouwers & Tomic, 1998;Byrne, 1991Byrne, , 1994Friedman & Farber, 1992;Greenglass, Burke, & Konarski, 1997). When studying teacher burnout, it is therefore highly important to focus on interpersonal domains of functioning in teachers' self-efficacy beliefs.…”

mentioning

confidence: 99%

Self‐Efficacy in Eliciting Social Support and Burnout Among Secondary‐School Teachers

Brouwers

Evers

Tomic

2001

J Applied Social Pyschol

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A nonrecursive model with relationships between perceived lack of social support, perceived self-efficacy in eliciting support at the workplace. and the 3 successive burnout dimensions-emotional exhaustion. depersonalization, and personal accomplishmentwas tested ;, a sample of 277 secondary-school teachers in The Netherlands. Results showed that teachers' perceived lack of support from colleagues and principals had a significant effect on their self-efficacy beliefs in eliciting support from them, while these self-efficacy beliefs were shown to predict their level of burnout. The hypothesized feedback loop was also confirmed: Teachers' level of burnout predicted the extent to which they feel lack of support. An additional effect of the personal-accomplishment dimension of burnout on perceived self-efficacy was suggested. It was concluded that perceived selfefficacy in eliciting support at the workplace is a usable construct in the prediction of teacher burnout. Future directions in research are suggested.

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Professional Self-Concept as a Predictor of Teacher Burnout

Cited by 198 publications

References 19 publications

Constructive Thinking and Burnout among Secondary School Teachers

Constructive Thinking and Burnout among Secondary School Teachers

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

Self‐Efficacy in Eliciting Social Support and Burnout Among Secondary‐School Teachers

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