Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis
Burnout, Classroom management self-efficacy, Multivariate meta-analysis
Educational Psychology Review
Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed. © 2013 Springer Science+Business Media New York.
Original Publication Date
DOI of published version
Aloe, Ariel M.; Amo, Laura C.; and Shanahan, Michele E., "Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis" (2014). Faculty Publications. 1400.