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. Copyright © 2015 Elsevier Ltd. All rights reserved.
| Original language | English |
|---|---|
| Pages (from-to) | 120-130 |
| Journal | Teaching and Teacher Education |
| Volume | 47 |
| Early online date | Jan 2015 |
| DOIs | |
| Publication status | Published - Apr 2015 |
Citation
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. doi: 10.1016/j.tate.2014.12.005Keywords
- Teachers
- Self-efficacy
- Attributions
- Burnout
- Illness symptoms
- Attrition
