Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave

被引：105

作者：

Martin, Nancy K. ^{[1
]}

Sass, Daniel A. ^{[2
]}

Schmitt, Thomas A. ^{[3
]}

机构：

[1] Univ Texas San Antonio, Off Undergrad Studies, San Antonio, TX 78249 USA

[2] Univ Texas San Antonio, Dept Educ Psychol, San Antonio, TX 78249 USA

[3] Eastern Michigan Univ, Dept Psychol, Ypsilanti, MI 48197 USA

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 04期

关键词：

Measurement invariance; Structural invariance; Teacher efficacy; Teacher burnout; Student behavior stressors; Intent-to-leave; TESTING MEASUREMENT INVARIANCE; CONFIRMATORY FACTOR-ANALYSIS; JOB-SATISFACTION; SELF-EFFICACY; FIT INDEXES; MOTIVATION; TURNOVER; PERCEPTIONS; EXPERIENCE; VALIDITY;

D O I：

10.1016/j.tate.2011.12.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The models presented here posit a complex relationship between efficacy in student engagement and intent-to-leave that is mediated by in-class variables of instructional management, student behavior stressors, aspects of burnout, and job satisfaction. Using data collected from 631 teachers, analyses provided support for the two models that predicted teachers' intent-to-leave. To enhance generalizability, this study also tested whether the structural coefficients were invariant across teacher gender and grade level. With one exception, the models appeared largely invariant across gender and grade level. Supplementing the structural models, measurement invariance and equality of latent factor means were also explored. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：546 / 559

页数：14