Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6851042 | Teaching and Teacher Education | 2015 | 11 Pages |
Abstract
The present study expands upon prior research showing teachers' self-efficacy and causal attributions to predict adjustment and attrition in investigating the effects of self-efficacy, attributions for occupational stress, and hypothesized mediation effects on burnout, job satisfaction, illness symptoms, and quitting intentions. Findings from 523 Canadian teachers showed self-efficacy and attributions to independently predict teachers' adjustment, and revealed no empirical support for attributions as a mediator of self-efficacy effects. Results further showed self-efficacy for student engagement, and personally controllable attributions, to most strongly predict teachers' psychological well-being, physical health, and quitting intentions. Implications for professional development and intervention programs are discussed.
Related Topics
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Education
Authors
Hui Wang, Nathan C. Hall, Sonia Rahimi,