Abstract
The present study evaluated the effects of both teachers' self-efficacy and the way they attribute their occupational stress on burnout, job satisfaction, and quitting intentions based on the assumption that teachers’ attributions should mediate the relationship between self-efficacy and adjustment outcomes. Practicing teachers (N = 536) were recruited from Ontario and Quebec in Canada to complete the web-based questionnaire. Our results showed that teachers’ self-efficacy and attributions for stress both predicted the adjustment outcomes, and that their effects did not overlap (attributions do not mediate). Teachers’ self-efficacy regarding student engagement and the attribution variable reflecting a belief in personal control over occupational stress were found to be the most important predictors of teachers’ burnout, job satisfaction, and quitting intentions. Copyright © 2014 AERA.
| Original language | English |
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| Publication status | Published - Apr 2014 |
| Event | 2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" - Philadelphia, PA, United States Duration: 03 Apr 2014 → 07 Apr 2014 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2014-Annual-Meeting |
Conference
| Conference | 2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" |
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| Abbreviated title | AERA 2014 |
| Country/Territory | United States |
| City | Philadelphia, PA |
| Period | 03/04/14 → 07/04/14 |
| Internet address |