The relation between teachers' interpersonal role identity and their self-efficacy, burnout and work engagement

被引：27

作者：

van der Want, Anna C. ^{[1
]}

den Brok, Perry ^{[2
]}

Beijaard, Douwe ^{[3
]}

Brekelmans, Mieke ^{[4
]}

Claessens, Luce C. A. ^{[4
]}

Pennings, Helena J. M. ^{[4
]}

机构：

[1] Leiden Univ, Grad Sch Teaching, ICLON Leiden Univ, Leiden, Netherlands

[2] WUR, ELS, Wageningen, Netherlands

[3] Eindhoven Univ Technol, Eindhoven Sch Educ, Eindhoven, Netherlands

[4] Univ Utrecht, Dept Educ, Utrecht, Netherlands

来源：

PROFESSIONAL DEVELOPMENT IN EDUCATION | 2019年 / 45卷 / 03期

关键词：

Teacher identity; self-efficacy; work engagement; burnout; COMMITMENT;

D O I：

10.1080/19415257.2018.1511453

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated the relation between teachers' interpersonal role identity on the one hand and teachers' self-efficacy, burnout and work engagement on the other. Data was collected using questionnaires and semi-structured and video-stimulated interviews. Results especially showed differences for self-efficacy between the teachers' interpersonal role identities. The results indicate that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal identity standard and their appraisal of classroom situations.

引用

页码：488 / 504

页数：17

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