Commenced in January 2007
Paper Count: 31824
The Role of Classroom Management Efficacy in Predicting Teacher Burnout
Authors: Yalçın Ozdemir
Abstract:The purpose of this study was to examine to what extend classroom management efficacy, marital status, gender, and teaching experience predict burnout among primary school teachers. Participants of this study were 523 (345 female, 178 male) teachers who completed inventories. The results of multiple regression analysis indicated that three dimensions of teacher burnout (Emotional Exhaustion, Depersonalization, Personal Accomplishment) were affected differently from four predictor variables. Findings indicated that for the emotional exhaustion, classroom management efficacy, marital status and teaching experience; for depersonalization dimension, classroom management efficacy and marital status and finally for the personal accomplishment dimension, classroom management efficacy, gender, and teaching experience were significant predictors.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1071810Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 4593
 Gold, Y., & Bachelor, P. (2001). Signs of burnout are evident for practice teachers during the teacher training period. Education, vol.108, no. 4, pp. 546-555.
 Edelwich, J., & Brodsky, A. (1980). Burnout: stages of dissillusionment in the helping profession. New yor: Human Sciences.
 Maslach, C., & Leiter, M.P. (1997). The truth about burnout. How organizations cause personal stress and what to do about ─▒t. Jossey-Bass publishers. San Francisco.
 Bryne, J. J. (1998). Teachers as hunger artist: Burnout: Its causes, effects, and remedies. Contemporary Education, vol. 69, no. 2, pp. 86- 92.
 Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice. New York: Cambridge University Press, pp. 38- 58.
 Archibauld, V., Azouz, I., Colf, G., Julian, S., Latham, K., & White, L. (1999). Assessment of burnout among southern utah university faculty, faculty recruitment retention committee report. Retrieved May 20, 2001, from the http://www.suu.edu./ad/provest/ wort/frr-98-99/report.coc.
 Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educaters: A review of the literature. Journal of Special Education, vol. 31, no. 3, pp. 325-347.
 Farber, B. A. (1984). Stress and burnout in suburban teachers. Journal of Educational Research, vol. 77, no. 6, pp. 325-331.
 Whiteman, J. L., Young, J. C., & Fisher, M. L. (1996). Teacher burnout and the perception of student behavior. Education, vol. 105, no. 3, pp. 299-305.
 Brissie, J. S., Hoover-Dempsey, K. V., & Bassler, O. C. (1988). Individual, situational contributors to teacher burnout. Journal of Educational Research, vol. 82, no. 2, pp. 106-112.
 Perlman, B., & Hartman, E. A. (1982). Burnout: summary and future research. Human Relations, vol. 35, no.4, pp. 238-305.
 Leithwood, K., Jantzi, D., & Steinbach, R. (2001). Maintaining emotional balance. Educational Horizons, vol. 15, pp. 73- 82.
 T├╝mkaya, S. (2001). Burnout of primary school teachers with different level of locus of control. Turkish Psychological Counseling and Guidance Journal, vol. 2, no. 15, pp. 29-40.
 Berg, B. D. (1994). Educator burnout revisited. Clearing House, vol. 64, no.4, pp. 185-189.
 Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping: An International Journal, vol. 9, pp. 261-275.
 Burke, R. J., & Greenglass, E. R. (1995). A longitudinal study of psychological burnout in teachers. Human Relations, vol. 48, pp. 187- 202.
 Schwarzer, R., Schmitz G. S., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: a cross- cultural validation of the Maslach Burnout Inventory. Anxiety, Stress & Coping, vol. 13, no. 3, pp. 309- 327.
 Ergin, C. (1992). Burnout among doctors and nurses: An application of Maslach Burnout Inventory. 7th National Physicology Congress, pp. 143-154. (Doktor ve hem┼ƒirelerde t├╝kenmi┼ƒlik ve Maslach T├╝kenmi┼ƒlik öl├ºeginin uygulanmas─▒. 7. Ulusal Psikoloji Kongresi Bilimsel ├çal─▒┼ƒmalar─▒, s. 143-154. In Turkish).
 ├ûzer, R. (1998). Investigation of counselors career burnout: Causes, sources and levels. Unpublished master's thesis, University of Karadeniz Teknik, Institute of Social Science, Trabzon (Rehber ├û─ƒretmenlerde T├╝kenmi┼ƒlik D├╝zeyi, Nedenleri ve ├çe┼ƒitli De─ƒi┼ƒkenlere Göre ─░ncelenmesi. Yay─▒nlanmam─▒┼ƒ Y├╝ksek Lisans Tezi, Karadeniz Teknik ├£niversitesi, Sosyal Bilimler Enstit├╝s├╝, Trabzon).
 Yaman, H., & Ungan, M. (2002). Burnout in young physicians: A study on familiy medicine residents. Journal of T├╝rkish Psychology, vol. 17, no. 49, pp. 37- 44.
 Lunenburg, F. C. & Cadavid, V. (1992). Locus of control, pupil control ideology, and dimensions of teacher burnout. Journal of Instructional Psychology, vol. 19, pp. 13-23.
 Yiu-kee, C., & Tang, C. S. (1995). Existential correlates of burnout among mental health professionals in Hong Kong. Journal of Mental Health Counseling, vol. 17, no. 2, pp. 220- 230.
 Delaney, B. H., Newcomb, M., & Dembo, M. H. (1997). The role of hardiness, efficacy, and humanitarianism in the reduction of educator stress, burnout and illness. Stress and coping in education, 1 (2), Paper presented at the March 1997 American Educational Research Association (AERA) Conference in Chicago.
 Pettigrew, L., & Wolf, G. 1982. "Validating measures of teacher stress." American Educational Research Journal, vol. 19, no. 3, pp. 373--396.
 Rosse, J. G., & Wayne B. R. (1991). Conceptualizing the role of selfesteem in the burnout process. Group & Organization Management, vol. 16, no. 4, pp. 428- 454.
 Gil-Monte, P. R., & Peiro, J. M. (1997). A study on significant sources of the "burnout syndrome" in workers at occupational centers for the mentally disabled. Psychology in Spain, vol. 1, no.1, pp. 55-62.
 Freed, E. H. (1994). The relationship of social support, occupational stress, burnout and job satisfaction among special education teachers. Dissertation Abstracts International, 55 (4).
 Byrne, B. M. (1993). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, vol. 31, pp. 645-673.
 Leiter, M. P. (1992). Burnout as a crisis in self-efficacy. Conceptual and practical implications. Work and Stress, vol. 6, no. 2, pp. 107-115.
 Van Yperen, N. W. (1998). Informational support, equity and burnout: The moderating effect of self- efficacy. Journal of Occupational and Organizational Psychology, vol. 71, pp. 29- 33.
 Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and selfefficacy: A study on teachers- beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, vol. 72, pp. 227- 243.
 Bandura, A. (1995). Self-efficacy in changing societies. Cambridge: Cambridge University Press.
 Schmitz G. S. & Schwarzer R. (2000). Perceived self-efficacy of teachers: Longitudinal findings with a new instrument. Zeitschrift Fur Padagogische Psychologie, vol. 14, no. 1, pp. 12-25.
 Chwalisz, K., Altmaier, E. M., & Russel, D. W. (1992). Causal attributions, self-efficacy cognitions, and coping with stress. Journal of Social and Clinical Psychology, vol. 11, no. 4, pp. 377- 400.
 Smylie, M. A. (1989). Teachers- views of the effectiveness of sources of learning to teach. The Elementary School Journal, vol. 89, no. 5, pp. 543-558.
 Henson, R. K. (2001). Relationships between preservice teachers- selfefficacy, task analysis, and classroom management beliefs. Paper presented at the Annual Meeting of the Southwest Educational Research Association (New Orleans, LA, February 1-3), Selected ERIC Abstracts.
 Emmer, E.T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, vol. 51, no. 3, pp. 755-766.
 Brouwers, A., & Tomic, W. (1999). Teacher burnout, classroom management efficacy, and stydent disruptive behaviour in secondary education. Curriculum and Teaching, vol. 14, no. 2, pp. 7- 26.
 Turkish Statistical Institute (2007). Number of school, student and teacher by level of education. Available:http://www.tuik.gov.tr/Veribilgi.d?tb_id=148ust id=5.
 ├ûzt├╝rk, N. (2001). Bureaucratization and stress levels of teachers at high schools. Unpublished doctoral thesis, University of Dokuz Eyl├╝l, Institute of Educational Sciences, ─░zmir. (Liselerde B├╝rokratikle┼ƒme ve ├û─ƒretmenlerin Stres D├╝zeyleri. Yay─▒nlanmam─▒┼ƒ Doktora Tezi, Dokuz Eyl├╝l ├£niversitesi. E─ƒitim Bilimleri Enstit├╝s├╝, Izmir).
 K─▒r─▒lmaz, A. Y., ├çelen, ├£. & Sarp (N). (2003). A study on Teacher Burnout with a group of primary teachers. Ilkö─ƒretim-Online, vol. 2, no. 1, pp. 2-9. Ilkögretimde ├çal─▒┼ƒan Bir ├ûgretmen Grubunda "T├╝kenmi┼ƒlik Durumu" Ara┼ƒt─▒rmas─▒", ─░lkö─ƒretim-Online, cilt. 2, say─▒ .1, s. 2-9. Available: http://www.ilkogretim-online.org.tr (26.12.2007).
 Pehlivan, I. (2000). Stres in work. Pegem Publishing, Ankara. (─░┼ƒ Ya┼ƒam─▒nda Stres. Pegem Yay─▒nc─▒l─▒k, Ankara).
 Kyriacou, C.(1989, September). The nature and sources of stress facing teachers. Paper presented at the Third European Conference for Research on Learning and Instruction Madrid, Spain.
 Cemalo─ƒlu, N. & ┼×ahin, D. E. (2007). A study of the teacher-s burnout level accord─▒ng to var─▒ous var─▒ables. Kastamonu Education Journal, vol. 15, no. 2, pp. 465-484.. (├ûgretmenler─▒n meslek─▒ t├╝kenm─▒┼ƒl─▒k d├╝zeyler─▒n─▒n farkl─▒ deg─▒┼ƒkenlere göre incelenmes─▒. Kastamonu E─ƒitim Dergis, cilt. 15, say─▒. 2, s. 465-484).
 Baysal, A. (1995). Factors affecting high school teachers- occupational burnout. Unpublished doctoral thesis, University of Dokuz Eyl├╝l, Institute of Social Sciences, ─░zmir. (Lise ve dengi okul ö─ƒretmenlerinde meslekte t├╝kenmi┼ƒli─ƒe etki eden faktörler. Yay─▒nlanmam─▒┼ƒ doktora Tezi, Dokuz Eyl├╝l ├£niversitesi: ─░zmir).
 Girgin, G. (1995). Analysis of variables affecting primary school teachers- burnout and proposing a model. Unpublished doctoral thesis, University of Dokuz Eyl├╝l, Institute of Social Sciences, ─░zmir. (─░lkokul ö─ƒretmenlerinde meslekten t├╝kenmi┼ƒli─ƒin geli┼ƒimini etkileyen de─ƒi┼ƒkenlerin analizi ve bir model önerisi. Yay─▒nlanmam─▒┼ƒ doktora tezi, Dokuz Eyl├╝l Universitesi, Sosyal Bilimler Enstit├╝s├╝, ─░zmir).
 Yerlikaya, A. (2000). The study of burnout of primary school teachers working at villages and in cities. Unpublished Master-s Thesis, University of Atat├╝rk, Institute of Social Sciences, Erzurum. (Köy ve ┼ƒehirde ├ºal─▒┼ƒan s─▒n─▒f ö─ƒretmenlerinde t├╝kenmi┼ƒlik d├╝zeylerinin incelenmesi. Yay─▒nlanmam─▒┼ƒ Y├╝ksek Lisans Tezi, Atat├╝rk ├£niversitesi, Sosyal Bilimler Enstit├╝s├╝, Erzurum).
 Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory Manual (2nd edn.). Palo Alto, CA: Consulting Psychologists Press.
 G├╝neri, O.Y., Bulut, S., & ├ûzdemir, Y. (2004). Development of teacher efficacy in classroom management and discipline scale. Unpublished manuscript.
 Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self efficacy in classroom management. Teaching and Teacher Education, vol. 16, pp. 239-253.
 Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. Journal of Educational Research, vol. 86, no. 1, pp. 28-35.
 Jerusalem, M., & Mittag, W. (1995). Self- efficacy in stressful life transitions. In Bandura, A. (Ed.). Self-efficacy in changing societies (pp.178-201). Cambridge: Cambridge University Press.
 Um, M. Y., & Harrison, D. F. (1998). Role stressors, burnout, med─▒ators, and job satisfaction: a stress-strain-outcome model and an empirical test. Social Work Research, vol. 22, no. 2, pp. 100- 116.
 Beer, J. (1992). Burnout and stress, depression and self-esteem of teachers. Psychological Reports, vol. 71, no. 3, pp. 1331-1336.
 Tufan, ┼×. (1997). Teachers- views about sources of occupational stress and coping strategies working in the state and private high schools located in Ankara, Turkey. Unpublished Master-s Thesis, Hacettepe University, Ankara. (Ankara ─░li ├çankaya ─░l├ºe Merkezi-ndeki devlet ve ├ûzel Liselerde görevli ö─ƒretmenlerin i┼ƒlerinde stres yaratan etmenler ve bunlarla ba┼ƒa ├º─▒kma yollar─▒ konusundaki gör├╝┼ƒleri. Yay─▒nlanmam─▒┼ƒ y├╝ksek lisans tezi, Hacettepe ├£niversitesi, Ankara.).
 Nakou, B., Stogiannidou, A., & Kiosseoglou, G. (1999). The relation between teacher burnout and teachers- attributions and practices regarding school behaviour problems (abstract). School Psychology International Abstract, vol. 20, no.02.
 Ito, M. (2000). Burnout among teachers: Teaching experience and type of teacher. Japanese Journal of Educational Psychology, vol. 48, no. 1, pp. 12-20.
 Sucuo─ƒlu, B., & Kulo─ƒlu, N. (1996). Studying burnout of teachers working with exceptional children, Journal of Turkish Psychology, vol. 10, no. 36, pp. 44- 60. (├ûz├╝rl├╝ ├ºocuklarla ├ºal─▒┼ƒan ö─ƒretmenlerde t├╝kenmi┼ƒli─ƒin de─ƒerlendirilmesi. T├╝rk Psikoloji Dergisi, cilt. 10, say─▒. 36, s. 44- 60)9.
 Antoniou, A. S., Polychroni, F., & Walters, B. (2000). Sources of stress and professional burnout of teachers of special educational needs in Greece. Paper Presented At International Special Education Congress: Manchester.
 Hoy, W. K. & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, vol. 27, pp. 279-300.