The relationships between teacher self‐efficacy, optimism, perceived social support, and burnout: A moderated mediation analysis using the revised job demands–resources model

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-06-29 DOI:10.1002/pits.23272

Alper Uslukaya

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引用次数: 0

Abstract

Using the revised job demands–resources model, this study aimed to analyze the direct relationship of teacher self‐efficacy with burnout and its indirect relationship through perceived social support as well as the moderating roles of teacher optimism in these relationships. The study used a Bayesian estimator with structural equation modeling to examine the structural relationships among self‐efficacy, optimism, perceived social support, and burnout, using data collected from a sample of 288 teachers in Elâzığ, a city in the eastern region of Turkey. The results demonstrated the negative relationships between teacher self‐efficacy and optimism with burnout, and the indirect negative relationship between teacher self‐efficacy and burnout through perceived social support. In addition, the present study revealed that the direct relationship between teacher self‐efficacy and perceived social support and the indirect relationship between teacher self‐efficacy and burnout through perceived social support can be strengthened depending on the level of optimism. Recommendations for practitioners, policymakers, and researchers are presented.

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教师自我效能感、乐观情绪、感知到的社会支持与职业倦怠之间的关系：利用修订后的工作需求-资源模型进行调节性中介分析

本研究采用修订后的工作需求-资源模型，旨在分析教师自我效能感与职业倦怠的直接关系，以及通过感知到的社会支持与职业倦怠的间接关系，并分析教师乐观情绪在这些关系中的调节作用。研究采用贝叶斯估计法和结构方程模型，以土耳其东部城市埃拉泽（Elâzığ）288 名教师为样本，考察了自我效能感、乐观情绪、感知到的社会支持和职业倦怠之间的结构关系。研究结果表明，教师自我效能感和乐观情绪与职业倦怠之间存在负相关，教师自我效能感通过感知到的社会支持与职业倦怠之间存在间接负相关。此外，本研究还发现，教师自我效能感与感知到的社会支持之间的直接关系，以及教师自我效能感通过感知到的社会支持与职业倦怠之间的间接关系，会随着乐观程度的提高而加强。本研究为从业人员、政策制定者和研究人员提出了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.