Special education teachers' relationships with students and self-efficacy moderate associations between classroom-level disruptive behaviors and emotional exhaustion
| Autor: | Hopman, J.A.B., Tick, N.T., van der Ende, Jan, Wubbels, T., Verhulst, Frank C., Maras, Athanasios, Breeman, L.D., Van Lier, Pol A C, Sub Educatie, Leerstoel Branje, Leerstoel Orobio de Castro, Leerstoel Kester, Adolescent development: Characteristics and determinants, Education and Learning: Development in Interaction, Social and personality development: A transactional approach, Interactivity and learning in education |
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| Přispěvatelé: | Child and Adolescent Psychiatry / Psychology, Clinical Developmental Psychology, LEARN! - Brain, learning and development, Sub Educatie, Leerstoel Branje, Leerstoel Orobio de Castro, Leerstoel Kester, Adolescent development: Characteristics and determinants, Education and Learning: Development in Interaction, Social and personality development: A transactional approach, Interactivity and learning in education |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Self-efficacy
Teacher-student relationship 05 social sciences Closeness education 050301 education General education Teachers Burnout Special education Disruptive behaviors behavioral disciplines and activities Education Developmental psychology 0501 psychology and cognitive sciences Emotional exhaustion Association (psychology) Psychology 0503 education SDG 4 - Quality Education 050104 developmental & child psychology |
| Zdroj: | Teaching and Teacher Education, 75, 21-30. Elsevier Ltd. Hopman, J A B, Tick, N T, van der Ende, J, Wubbels, T, Verhulst, F C, Maras, A, Breeman, L D & van Lier, P A C 2018, ' Special education teachers’ relationships with students and self-efficacy moderate associations between classroom-level disruptive behaviors and emotional exhaustion ', Teaching and Teacher Education, vol. 75, pp. 21-30 . https://doi.org/10.1016/j.tate.2018.06.004 Teaching and Teacher Education, 75, 21-30. Elsevier Limited Teaching and Teacher Education, 75, 21. Elsevier Limited |
| ISSN: | 0742-051X |
| Popis: | This study examined the moderating role of teachers’ relationship with students and their self-efficacy in the association between classroom-level disruptive behaviors and emotional exhaustion. Two measurement occasions were completed by 98 teachers from fourteen Dutch special education schools for adolescent students with psychiatric disabilities. Results show that by the end of the school year, teachers with high levels of closeness and self-efficacy reported increases in emotional exhaustion as a function of classroom-level disruptive behaviors, which is in line with research conducted in general education studies. Unexpectedly, emotional exhaustion decreased in low-involved teachers experiencing more classroom disruption. |
| Databáze: | OpenAIRE |
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