The mediation effect of self-esteem on job-burnout and self-efficacy of special education teachers in Western China.
Teacher self-efficacy may reduce the likelihood of burnout through preventing the occurrence of work stress. The study inquiries the relationship between teaching efficacy and burnout, focus on mediation of self-esteem. A sample of 329 Chinese special teachers who teach in the special schools in wes...
| Publicado en: | International Journal of Developmental Disabilities Vol. 67; no. 4; pp. 273 - 283 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Teacher self-efficacy may reduce the likelihood of burnout through preventing the occurrence of work stress. The study inquiries the relationship between teaching efficacy and burnout, focus on mediation of self-esteem. A sample of 329 Chinese special teachers who teach in the special schools in western China was measured with the Maslach Burnout Inventory, the Rosenberg self-esteem scale and the Self-efficacy scale. Results indicated that emotional exhaustion and depersonalization of Chinese special teachers are at a medium level and personal accomplishment are at a low level. The mediation analysis shows that under the education background of special education, self-esteem plays partial mediation role in general teaching efficacy or personal teaching efficacy and job burnout of special education teachers. |
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