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

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• 作者：Nancy K. Martin^a ; ^{nancy.martin@utsa.edu} ; Daniel A. Sass^b ; Thomas A. Schmitt^c
• 关键词：Measurement invariance ; Structural invariance ; Teacher efficacy ; Teacher burnout ; Student behavior stressors ; Intent-to-leave
• 刊名：Teaching and Teacher Education
• 出版年：2012
• 期刊代码：116_0742051x
• 类别：soc
• 出版时间：May, 2012
• 卷：28
• 期：4
• 页码：546-559
• 文件大小：510 K

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.