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.
|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
|Conference||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy"|
|Abbreviated title||AERA 2014|
|Period||03/04/14 → 07/04/14|