کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
365457 621191 2016 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout
ترجمه فارسی عنوان
صلاحیت حرفه ای و رفاه معلمان: درک ارتباط بین دانش تعلیم و تربیتی عمومی، خودکارآمدی و فرسودگی شغلی
کلمات کلیدی
فرسودگی شغلی معلمان؛ دانش تعلیم و تربیتی عمومی؛ معلم خودکارآمدی؛ تحلیل مسیر
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


• GPK is related to teaching-specific but not to domain-general self-efficacy.
• GPK indirectly negatively predicted teacher burnout, via teaching self-efficacy.
• GPK directly negatively predicted depersonalization, controlling for self-efficacy.
• There is a curvilinear association between teachers’ GPK and teaching experience.

Teachers’ professional competence—their professional knowledge, skills, beliefs and motivation—is a critical predictor of teachers’ professional wellbeing and success. In a sample of 119 in-service teachers, the present study examined the associations of two aspects of teachers’ professional competence—their general pedagogical knowledge (GPK) and self-efficacy—with teachers’ likelihood of experiencing burnout, as well as possible differences in these constructs as a function of gender and teaching experience. A path analysis revealed no systematic associations with gender, whereas teaching experience had a curvilinear association with GPK, a negative linear association with self-efficacy, and no significant association with burnout. Mediation analyses suggested that GPK negatively predicted teacher burnout both directly, as well as indirectly via its positive association with teaching self-efficacy. Only teaching-specific but not general self-efficacy functioned as a mediator in these analyses; the identified predictive effects are thus specific to teachers’ professional competence. Possible implications for the prevention of burnout are discussed.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 45, October 2016, Pages 9–19
نویسندگان
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