The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model

Research on Psychological Resilience, Digital Competence, and Self-Efficacy in Online TCFL Teachers

In the context of the increasing digitization of education, online teachers' competence and the affective factors of digital competence, psychological resilience, and self-efficacy have become prominent areas of academic inquiry. However, there is a dearth of extant research addressing the interactions between these variables in an online teaching Chinese as a foreign language (TCFL) environment. This study investigated the relationships among the digital competence, psychological resilience, and self-efficacy of online TCFL teachers via quantitative research methods. The questionnaires were administered to 610 online TCFL teachers, and the data were analyzed via structural equation modeling. The results indicate that digital competence and psychological resilience can significantly predict online teachers' self-efficacy, and that the relationship between psychological resilience and self-efficacy can be significantly moderated by digital competence. This finding not only provides novel perspectives and insights for enhancing online teaching effectiveness, particularly in the domain of online foreign language instruction, but also complements and extends self-efficacy theory from the perspective of social cognitive theory.

The Relationship Between Intolerance of Uncertainty and Alcohol Use in First Responders: A Cross-Sectional Study of the Direct, Mediating and Moderating Role of Generalized Resistance Resources

Intolerance of uncertainty (IU) refers to the disproportionate propensity to react negatively to uncertain events, and it has been associated with negative psychological outcomes such as depression and anxiety. The current study examined the role of resilience, hardiness, self-efficacy and self-compassion in the relationship between IU and alcohol use in a sample of South African first responders. These variables are examples of what is referred to as generalized resistance resources, which enable individuals to deal with the challenges of life. A sample of 429 first responders completed the Intolerance of Uncertainty Scale-12, the Connor-Davidson Resilience Scale-10, the Self-Compassion Scale-Short Form, the General Self-Efficacy Scale, the Short Hardiness Scale and the Alcohol Use Disorders Identification Test. The results of PROCESS analyses found direct and mediating effects for resilience and self-efficacy, no effects for hardiness and moderating effects for self-compassion. In this regard, a graph of the interaction between intolerance of uncertainty and self-compassion showed that at low levels of self-compassion, the relationship between intolerance of uncertainty and alcohol use was strong and significant, while at high levels of self-compassion the relationship was non-significant. In addition, the Johnson-Neyman plot showed that the exact value of self-compassion at which point the relationship between intolerance and uncertainty ceased to be significant was 36.37. These obtained results confirm the important role of generalized resistance resources in wellbeing and provide a basis for tailored interventions.

Teaching Self-efficacy and Teaching Methods in the Aquatic Environment

Background

Studies have shown that perceived self-efficacy can influence teachers' emotional state, thoughts and behaviours, and students' learning. It's also an important referential of professional satisfaction. Teaching theories influence learning, human development, motivation levels and, consequently, continuity of practice in favour of healthy lifestyle. Research on aquatic educators and teaching theories is both limited and essential, as aquatic literacy is considered a vital component of physical literacy, enabling individuals to better interact with aquatic environments.

Methods

For this study we used an online questionnaire, aimed at aquatic educators, which was answered voluntarily and anonymously to 1) assess the professionals' perception of self-efficacy; 2) which teaching theories are most used by aquatic educators and 3) identify the teaching theory used by professionals who perceive themselves as most effective. It has been deposited and can be consulted at https://doi.org/10.6084/m9.figshare.27316242.v1.

Results

All teaching theories can generate a feeling of self-efficacy in teachers despite having different results, with the theories that involve students more actively (cognitivist and constructivist) being those that generate a greater feeling of self-efficacy in teachers. Comprehensive Aquatic Method (MAC) is a method that is more closely related to theories focused on active student participation and, consequently, it is a theory that generates a high perception of self-efficacy in teachers.

Conclusions

Levels of self-efficacy influence aquatic educators satisfaction, educator physical, mental and emotional health, as well as student learning. Is recommended that aquatic educators give prevalence to the cognitivist and constructivist teaching theories being MAC a privileged methodology approach for promoting active lifestyle habits throughout life.

Early career teachers' social and emotional competencies, self-efficacy and burnout: a mediation model

Teacher well-being has increasingly become a prominent research topic due to its significant impact on various teacher and student outcomes. This focus is particularly crucial for early career teachers, who often encounter numerous challenges at the beginning of their careers, leading to elevated levels of stress and burnout. Our study aimed to examine the relationship between social and emotional competencies and burnout of early career teachers and the potential mediating role of teacher self-efficacy in this relationship. A total of 657 Croatian subject teachers with up to 5 years of experience participated in the study. Structural equation modelling was implemented to test models of hypothesised relations for the overall burnout as a dependent variable and for each burnout dimension: exhaustion, mental distance, cognitive impairment, and emotional impairment. Tested models singled out self-management and social awareness as two social and emotional competencies that are, along with teacher self-efficacy, particularly predictive of burnout. Self-management predicted lower overall burnout and teacher self-efficacy partially mediated this relationship. Social awareness also predicted lower burnout in teachers, but this relationship was fully mediated by teacher self-efficacy. Early career teachers who are better at managing and motivating themselves, who are socially aware and behave more prosocially were feeling more efficacious as teachers and, subsequently, displayed fewer symptoms of burnout. At the level of burnout dimensions, the overall pattern of relations was mainly retained, indicating that self-management and social awareness are particularly predictive of the four burnout dimensions and that self-efficacy plays a mediating role, either partially or fully, in this relationship. Our findings are especially important in light of the knowledge about early years in teaching being a critical period for teacher career development. They suggest that new teachers could benefit from well-structured mentoring and induction programs designed to ease their transition into schools and foster their well-being in the initial years of teaching.

How Do Korean Secondary School Teachers Perceive Psychological Burnout in Their Teaching Careers?

The psychological burnout experienced by teachers is not merely a personal issue; it is a significant social problem that impacts the entire educational environment. This study utilised Q methodology to identify the subjective perceptions of psychological burnout among Korean secondary school teachers and then analysed the characteristics of these perception types. An analysis of 34 statements and a P sample of 30 teachers resulted in four types of perceptions regarding teachers' psychological burnout: 'burnout due to damaged self-esteem' (Type 1), 'burnout due to organisational neglect' (Type 2), 'burnout due to excessive role demands' (Type 3) and 'burnout due to disrespectful behaviour' (Type 4). This study's meaningfulness is in its classification of teachers' psychological burnout into types and its exploration of the types' features. The results can also help in developing specific intervention programmes for each type.

Proactive personality, burnout, and teaching enjoyment: exploring relationships in Chinese English teachers

Introduction

This study examines the relationships between proactive personality, burnout, and teaching enjoyment among Chinese English as a Foreign Language (EFL) teachers. The research aims to clarify how proactive personality traits relate to teaching enjoyment and burnout and to explore their interactions in the context of EFL instruction.

Methods

The study included a sample of 420 Chinese EFL teachers, and Structural Equation Modeling (SEM) was used to assess the relationships among proactive personality, burnout, and teaching enjoyment. Data underwent detailed statistical analysis to identify both direct and mediating effects within the proposed model.

Results

The findings from the SEM analysis revealed significant direct relationships between proactive personality, burnout, and teaching enjoyment among Chinese EFL educators. Proactive personality was associated with a decrease in burnout (β = -0.366, SE = 0.159, p < 0.001). For every unit increase in proactive personality, teachers reported experiencing higher levels of teaching enjoyment (β = 0.487, SE = 0.176, p < 0.001). Teaching enjoyment, in turn, was a significant mediator in the relationship between proactive personality and burnout (β = -0.249, SE = 0.102, p < 0.001). These findings suggest that proactive personality is positively associated with teaching enjoyment, which, in turn, may relate to lower levels of burnout among EFL teachers.

Discussion

This study highlights the importance of proactive personality traits in enhancing teaching enjoyment and reducing burnout among Chinese EFL teachers. The findings emphasize how proactive tendencies contribute to teachers' well-being, professional satisfaction, and, ultimately, the quality of EFL instruction. These results suggest practical applications, such as developing interventions that encourage proactive traits and increase teaching enjoyment among EFL educators, which may improve the educational experience for EFL students.

Emotional Regulation Challenges in Chilean Teachers: An Analysis of the Measurement Invariance of the DERS-E and the Influence of Gender and Age

The study investigates the emotional dysregulation in teachers of the Chilean school system, focusing on gender and age similarities and differences. The sample included 1059 teachers from various regions of Chile, of whom 80.3% were female and 19.7% were male. Participants completed the Spanish version of the Difficulties in Emotional Regulation Scale (DERS-E). A confirmatory factor analysis was carried out to evaluate the structure of the theoretical model, along with the convergent, discriminant, and internal consistency of the instrument. Additionally, a measurement invariance analysis was performed to identify possible differences between demographic groups, which is crucial to ensure that comparisons between these groups are valid and unbiased. The results indicated that the theoretical model presents a good fit to the data and confirms the validity and reliability of the DERS-E. Scalar invariance was achieved among the analyzed groups. We found significant differences in emotional dysregulation between men and women, which also varied by teacher age. The importance of understanding the specific needs of teachers in terms of their emotional regulation is discussed and the urgency of implementing training programs that improve their emotional skills, fostering a positive and effective learning environment, is highlighted.

Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools

INTRODUCTION

Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction.

METHOD

This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education).

RESULTS

The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty.

DISCUSSION

The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion.

CONCLUSION

From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

The Variables Associated with Burnout Among Korean Early Childhood Teachers: A Meta-Analysis

Researchers have done a great deal of research on the variables associated with early childhood teacher burnout, but the findings are numerous and inconsistent. Therefore, this study explored the variables most associated with burnout among early childhood teachers through meta-analysis. The National Assembly Electronic Library in Korea, Riss, the National Electronic Library, and DBpia databases were all thoroughly searched by researchers. Strict inclusion criteria resulted in the inclusion of 201 studies, and 35 variables total—divided into 5 variable groups—were analyzed. The results showed that the most correlated variable group with burnout was the psychological personality protective variable, and the largest effect size variables among the variable groups were age ( r = −.3052), resilience ( r = −.5415), calling ( r = −.526), turnover intention ( r = .5021), and interpersonal relationships ( r = −.4552). However, the variables in the psychological personality risk variable were not statistically significant. Although more thorough validation by follow-up studies is still required, these findings offer a more scientific data reference for the prevention and improvement of burnout among early childhood teachers in Korea and suggest a direction for future research.

The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model

BACKGROUND

With the increasing prevalence of online teaching, understanding the dynamics that impact educators' well-being and effectiveness is paramount. This study addresses the interconnected relationships among online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers in the digital learning environment.

OBJECTIVES

The primary objectives of this research are to investigate the direct and mediated effects of online teaching competence and self-efficacy on emotion regulation and digital burnout among teachers. Additionally, the study aims to explore the mediating role of emotion regulation in the relationship between self-efficacy and digital burnout. The overarching goal is to provide comprehensive insights into the factors influencing teacher well-being in the online teaching context.

METHODOLOGY

A cross-sectional survey design was employed, involving a convenience sample of educators from a specific university. Participants responded to validated self-report measures assessing online teaching competence, self-efficacy, emotion regulation, and digital burnout. Statistical analyses, including regression and mediation analyses, were conducted to examine the relationships among the key variables.

RESULTS

The findings reveal significant relationships and effects among the investigated variables. Online teaching competence is a substantial predictor of emotion regulation and digital burnout. Similarly, self-efficacy significantly impacts emotion regulation and digital burnout. Emotion regulation mediates the relationship between online teaching competence, self-efficacy, and digital burnout. These results highlight the intricate connections shaping teachers' experiences in the digital teaching environment.

CONCLUSIONS AND IMPLICATIONS

In conclusion, this study provides robust evidence supporting the interconnectedness of online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers. The implications underscore the importance of fostering these competencies through targeted professional development. Educational institutions and policymakers can use these insights to implement strategies that enhance teacher well-being, ultimately promoting a more effective and sustainable online teaching environment.