Abstract
Teaching can be a challenging profession, which puts teachers at high risk for developing burnout symptoms, such as emotional exhaustion. In this study we aim to investigate the interplay between classroom externalising problem behaviours (as a job demand), teachers’ self-efficacy (as a job resource) and emotional exhaustion over a school year. Conducting three measurements during a school year among 103 Dutch primary education teachers, we examine the sensitivity for, and the individual development of, emotional exhaustion. Findings show that emotional exhaustion, classroom externalising problem behaviours, and teachers’ self-efficacy are stable constructs in teachers. Traditional (between-person) cross-lagged panel models indicate that teachers with low levels of self-efficacy are more likely to develop emotional exhaustion during the school year, compared to their colleagues. We found no evidence that teachers confronted with classroom externalising problem behaviours were more likely to develop emotional exhaustion. Random intercept (within-person) cross-lagged panel models indicate that teachers with high levels of classroom externalising problem behaviours do not show increased emotional exhaustion at a later time point. For self-efficacy and emotional exhaustion, we could not estimate the within-person model due to limited variance in the variables. Implications of these findings and suggestions for further research were discussed.
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The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.
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Hoogendijk, K., Tick, N.T., Hofman, A.W.H. et al. The impact of teachers’ self-efficacy and classroom externalising problem behaviours on emotional exhaustion: Between- and within-person associations. Curr Psychol 42, 22989–23002 (2023). https://doi.org/10.1007/s12144-022-03319-0
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DOI: https://doi.org/10.1007/s12144-022-03319-0