http userpage fuberlin dehealthteacherse htm SelfEfficacious Schools A

http: //userpage. fu-berlin. de/~health/teacher_se. htm

Self-Efficacious Schools A nation-wide innovative trial with 10 schools Schwarzer, R. , & Jerusalem, M. (Eds. ). (1999). Skalen zur Erfassung von Lehrerund Schülermerkmalen: Dokumentation der psychometrischen Verfahren im Rahmen der Wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame Schulen. Berlin: Freie Universität Berlin. http: //userpage. fu-berlin. de/~health/self/skalendoku_selbstwirksame_schulen. pdf

Teacher Self-Efficacy Ralf Schwarzer, Gerdamarie S. Schmitz, & Gary T. Daytner, 1999 1. I am confident in my ability to be responsive to my students‘ needs even if I am having a bad day. 2. If I try hard enough, I know that I can exert a positive influence on both the personal and academic development of my students.

Collective Teacher Self-Efficacy Ralf Schwarzer, Gerdamarie S. Schmitz, & Gary T. Daytner, 1999 1. Our team of teachers can come up with creative ways to improve the school environment, even without support from others. 2. We are definitely able to accomplish something positive at school since we are a competent team of teachers that grows every time we are challenged.

Teacher Self-Efficacy and Extracurricular Engagement Extra Hours at Time 3 Self-efficacious teachers spend more free time with their students Schmitz, G. S. & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument. Zeitschrift für Pädagogische Psychologie, 14(1), 12 -25.

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Burnout as a job stress syndrome Burnout is a prolonged response to chronic emotional and interpersonal stressors on the job. It is defined by the three dimensions of exhaustion, cynicism, and inefficacy. The experience can impair both personal and social functioning, and thus contributes to a decline in the quality of work and interpersonal relationships (Maslach, 2001). Christina Maslach, UC Berkeley, California

Teacher Self-Efficacy and Burnout Levels Depersonalization Time 3 Low selfefficacious teachers have the highest levels of burnout. Schmitz & Schwarzer, 1999

Self-Efficacy 1996 -. 21 -. 50 Job Stress 1997 . 63 Burnout 1998

Conclusions 1. Teacher self-efficacy is a useful construct 2. Collective teacher self-efficacy as well 3. It is a protective resource factor

References Schmitz, G. S. (1998). Entwicklung von Selbstwirksamkeitserwartungen bei Lehrern [Developing the self-efficacy of teachers]. Unterrichtswissenschaft, Themenheft: Selbstwirksame Schulen: Ein neuer Impuls für die Schulreform, 2, 140 -157. Schmitz, G. S. (2001). Kann Selbstwirksamkeitserwartung Lehrer vor Burnout schützen? Eine Längsschnittstudie in zehn Bundesländern [Can perceived self-efficacy protect teachers against burnout? A longitudinal study in ten German states]. Psychologie in Erziehung und Unterricht, 48, 49 -67. Schmitz, G. S. (2000): Title: Zur Struktur und Dynamik der Selbstwirksamkeitserwartung von Lehrern. Ein protektiver Faktor gegen Belastung und Burnout? Structure and Dynamics of Teacher Self-Efficacy. A Protective Factor against Strain and Burnout? ] http: //www. diss. fu-berlin. de/2000/29/ Schmitz, G. S. , & Schwarzer, R. (1999). Proaktive Einstellung von Lehrern: Konstruktbeschreibung und psychometrische Analysen. Empirische Pädagogik, 13(1), 3 -27. Schmitz, G. S. , & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument [Self-efficacy of teachers: Longitudinal data using a new questionnaire]. Zeischrift für Pädagogische Psychologie, 14(1), 12 -25. Schmitz, G. S. , & Schwarzer, R. (2002). Individuelle und kollektive Selbstwirksamkeitserwartung von Lehrern [Individual and collective self-efficacy of teachers]. Zeitschrift für Pädagogik, 44. Beiheft: Selbstwirksamkeit und Motivationsprozesse in Bildungsinstitutionen, 192 -214. Scholz, U. , Gutiérrez-Doña, B. , Sud, S. , & Schwarzer, R. (2002). Is general self-efficacy a universal construct? Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242 -251. Schwarzer, R. , & Schmitz, G. S. (1999). Kollektive Selbstwirksamkeitserwartung von Lehrern. Eine Längsschnittstudie in zehn Bundesländern. Zeitschrift für Sozialpsychologie, 30(4), 262 -274. Schwarzer, R. , Schmitz, G. S. , & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation of the Maslach Burnout Inventory. Anxiety, Stress, and Coping, 13(3), 309 -326. Tang, C. S. K. , Au, W. -T. , Schwarzer, R. , & Schmitz, G. S. (2001). Mental health outcomes of job stress among Chinese teachers: Role of stress resource factors and burnout. Journal of Organizational Behavior, 22, 887 -901.

Schwarzer, R. , & Luszczynska, A. (2007). Self-efficacy. In M. Gerrard & K. D. Mc. Caul (Eds. ), Health behavior constructs: Theory, measurement, and research. National Cancer Institute Website. Schwarzer, R. , & Hallum, S. (2008). Perceived teacher selfefficacy as a predictor of job stress and burnout: Mediation analyses. Applied Psychology: An International Review. Special Issue: Health and Well-Being, 57, 152 -171. http: //userpage. fu-berlin. de/~health/selfeff_public. htm