Αντιλήψεις Εκπαιδευτικών για την Αυτοαποτελεσματικότητά τους και την Ποιότητα Επαγγελματικής Ζωής
Δημοσιευμένα:
Ιαν 7, 2024
Λέξεις-κλειδιά:
Εκπαιδευτικοί αυτοαποτελεσματικότητα ποιότητα επαγγελματικής ζωής επαγγελματική εξουθένωση
Περίληψη
Σκοπός της έρευνας ήταν η διερεύνηση των αντιλήψεων των εκπαιδευτικών για την αυτοαποτελεσματικότητα και την ποιότητα της επαγγελματικής τους ζωής. Επιπλέον, μελετήθηκε η σχέση μεταξύ των δύο εννοιών και η ύπαρξη διαφορών μεταξύ των αντιλήψεων των εκπαιδευτικών ως προς το φύλο, την ηλικία, την βαθμίδα εκπαίδευσης και τα έτη προϋπηρεσίας. Τέλος, μελετήθηκε ο προβλεπτικός ρόλος της αυτοαποτελεσματικότητας στην ποιότητα της επαγγελματικής ζωής των εκπαιδευτικών. Στην έρευνα συμμετείχαν 332 εκπαιδευτικοί πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης από σχολεία της ευρύτερης περιοχής της Αττικής, οι οποίοι συμπλήρωσαν διαδικτυακά την Κλίμακα της Αίσθησης Αποτελεσματικότητας των Εκπαιδευτικών (Teachers’ Sense of Efficacy Scale), την Κλίμακα Ποιότητας Επαγγελματικής Ζωής (Professional Quality of Life Scale) και ένα ερωτηματολόγιο δημογραφικών χαρακτηριστικών. Τα αποτελέσματα έδειξαν ότι οι εκπαιδευτικοί έχουν θετικές αντιλήψεις για την αυτοαποτελεσματικότητά τους και για την ποιότητα της επαγγελματικής τους ζωής. Βρέθηκε στατιστικώς σημαντική, αλλά χαμηλή, αρνητική συσχέτιση μεταξύ της αυτοαποτελεσματικότητας και της επαγγελματικής εξουθένωσης και στατιστικώς σημαντική, μέτρια, θετική συσχέτιση μεταξύ της αυτοαποτελεσματικότητας και της ικανοποίησης συμπόνιας. Επίσης, παρατηρήθηκαν στατιστικώς σημαντικές διαφορές ανάμεσα σε άνδρες και γυναίκες όσον αφορά το δευτερογενές τραυματικό στρες και την ικανοποίηση συμπόνιας και στατιστικώς σημαντικές διαφορές ως προς την αυτοαποτελεσματικότητα των εκπαιδευτικών, ανάλογα με τα έτη προϋπηρεσίας τους. Τέλος, βρέθηκε ότι η αυτοαποτελεσματικότητα αποτελεί προβλεπτικό παράγοντα της ικανοποίησης συμπόνιας και της επαγγελματικής εξουθένωσης. Τα ευρήματα αναλύονται σε σχέση με τη σύγχρονη βιβλιογραφία.
Λεπτομέρειες άρθρου
- Πώς να δημιουργήσετε Αναφορές
-
Λαμπροπούλου Α., & Κουτρουμπή Μ. (2024). Αντιλήψεις Εκπαιδευτικών για την Αυτοαποτελεσματικότητά τους και την Ποιότητα Επαγγελματικής Ζωής . Έρευνα στην Εκπαίδευση, 13(1), 47–65. https://doi.org/10.12681/hjre.35618
- Τεύχος
- Τόμ. 13 Αρ. 1 (2024)
- Ενότητα
- Άρθρα
Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση – Παρόμοια Διανομή 4.0.
Τα πνευματικά δικαιώματα των άρθρων του περιοδικού ανήκουν στους συγγραφείς. Τα άρθρα διατίθενται με άδειες Creative Commons CC-BC-SA 4.0
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Antoniou, A., S., Geralexis, I., & Charitaki, G. (2017). Special educators’ teaching self- efficacy determination: A quantitative approach. Psychology, 8(11), 1642-1656. https://doi.org/10.4236/psych.2017.811108
Aziz, F., & Quraishi, U. (2017). Influence of gender, professional qualification and job experience on secondary school teachers' self-efficacy. Journal of Social Sciences, 11(2), 946-968. https://doi.org/10.1177/00131245211062526
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman/Times Books/Henry Holt & Co.
Baum, N., Rahav, G., & Sharon, M. (2014). Heightened susceptibility to secondary traumatization: A meta-analysis of gender differences. The American Journal of Orthopsychiatry, 84(2), 111– 122. https://doi.org/10.1037/h0099383
Bayani, A. A., & Baghery, H. (2020). Exploring the influence of self-efficacy, school context and self-esteem on job burnout of Iranian Muslim teachers: A path model approach. Journal of Religion and Health, 59(1), 154-162. https://doi.org/10.1007/s10943-018-0703-2
Bell, H., Kulkarni, S., & Dalton, L. (2003). Organizational prevention of vicarious trauma. Families in Society: The Journal of Contemporary Social Services, 84(4), 463–470. https://doi.org/10.1606/1044-3894.131
Borntrager, C., Caringi, J. C., van den Pol, R., Crosby, L., O'Connell, K., Trautman, A., & McDonald, M. (2012). Secondary traumatic stress in school personnel. Advances in School Mental Health Promotion, 5(1), 38-50. http://dx.doi.org/10.1080/1754730X.2012.664862
Bosma, T., Hessels, M. G. P., & Resing, W. C. M. (2012). Teachers’ preferences for educational planning: Dynamic testing, teaching’ experience and teachers’ sense of efficacy. Teaching and Teacher Education, 28(4), 560-567. http://dx.doi.org/10.1016/j.tate.2012.01.007
Buonomo, I., Fatigante, M., & Fiorilli, C. (2017). Teachers' burnout profile: risk and protective factors. The Open Psychology Journal, 10(1), 190-201. https://doi.org/10.2174/1874350101710010190
Buonomo, I., Farnese, M. L., Vecina, M. L., & Benevene, P. (2021). Other-focused approach to teaching. The effect of ethical leadership and quiet ego on work engagement and the mediating role of compassion satisfaction. Frontiers in Psychology, 12, 692116. https://doi.org/10.3389/fpsyg.2021.692116
Capone, V., Joshanloo, M., & Park, M. S. A. (2019). Burnout, depression, efficacy beliefs, and work-related variables among school teachers. International Journal of Educational Research, 95, 97-108. https://doi.org/10.1016/j.ijer.2019.02.001
Castro Schepers, O. (2023). Exploring the demographics of teachers who experience secondary traumatic stress. BMC Psychology, 11(1), 1-9. https://doi.org/10.1186/s40359-023-01217-z
Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y
Coetzee, S. K., & Klopper, H. C. (2010). Compassion fatigue within nursing practice: A concept analysis. Nursing & Health Sciences, 12(2), 235-243. https://doi.org/10.1111/j.1442-2018.2010.00526.x
Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmech, A., & Leutner, D. (2014). Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates. Journal of Educational Psychology, 106(2), 569–583. https://doi.org/10.1037/a0035504
Fackler, S., & Malmberg, L. E. (2016). Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education, 56, 185-195. https://doi.org/10.1016/j.tate.2016.03.002
Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, reflection, and burnout among Iranian EFL teachers: the mediating role of emotion regulation. Iranian Journal of Language Teaching Research, 9(2), 13-37. https://doi.org/10.30466/IJLTR.2021.121043
Figley, C. R., & Kleber, R. J. (1995). Beyond the “victim”: Secondary traumatic stress. In R. J. Kleber, C. R. Figley, & B. P. R. Gersons (Eds.), Beyond trauma: Cultural and societal dynamics (pp. 75–98). Plenum Press.
Galanakis, M., Graki, E., Dimitriadou, M., Kalemaki, I., Kalogirou, E., Kourbeli, M. & Chouliara, R. (2020). Occupational burnout in Greek teachers: A contemporary study in the era of economic crisis. Psychology, 11, 1170-1178. https://doi.org/10.4236/psych.2020.118077
Goetz, J. L., Keltner, D., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136(3), 351-374. https://doi.org/10.1037/a0018807
Guo, Y., Connor, C. M., Yang, Y., Roehrig, A. D., & Morrison, F. J. (2012). The effects of teacher qualification, teacher self-efficacy, and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24. https://doi.org/10.1086/665816
Καρανικόλα, Ζ & Ζωγόπουλος, Κ. (2021). Διερεύνηση των αντιλήψεων εκπαιδευτικών για την αυτοαποτελεσματικότητά τους. International Journal of Educational Innovation,3(6),150-158. https://journal.eepek.gr/assets/uploads/manuscripts/manuf_536_RrCTHnxKQd.pdf
Kasalak, G., & Dağyar, M. (2020). The relationship between teacher self-efficacy and teacher job satisfaction: A meta-analysis of the teaching and learning international survey (TALIS). Educational Sciences: Theory and Practice, 20(3), 16-33. https://doi.org/10.12738/jestp.2020.3.002
Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
Koenig, A., Rodger, S., & Specht, J. (2018). Educator burnout and compassion fatigue: A pilot study. Canadian Journal of School Psychology, 33(4), 259–278. https://doi.org/10.1177/0829573516685017Kratz et al., 2000).
Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education, 31, 299-322. https://doi.org/10.1007/s10212-015-0272-7
Lazarides, R., Buchholz, J., & Rubach, C. (2018). Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms. Teaching and Teacher Education, 69, 1-10. https://doi.org/10.1016/j.tate.2017.08.017
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://doi.org/10.1002/wps.20311
Miller, A. D., Ramirez, E. M., & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269. https://doi.org/10.1016/j.tate.2017.02.008
Mojavezi, A., & Tamiz, M. P. (2012). The impact of teacher self-efficacy on the students' motivation and achievement. Theory & Practice in Language Studies, 2(3). https://doi.org/10.4304/tpls.2.3.483-491
Νιέτος, Η. Φ., Παπαβαγγέλη, Σ., Ζουρνατζή, Ε., & Κουστέλιος, Α. (2018). Επαγγελματική εξουθένωση εκπαιδευτικών πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. Επιστημονικό Εκπαιδευτικό Περιοδικό “eκπ@ιδευτικός κύκλος”, 6(1), 50-64.
Ormiston, H. E., Nygaard, M. A., & Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14, 802-817. https://doi.org/10.1007/s12310-022-09525-2
Papastylianou, A., Kaila, M., & Polychronopoulos, M. (2009). Teachers’ burnout, depression, role ambiguity and conflict. Social Psychology of Education, 12, 295-314. https://doi.org/10.1007/s11218-008-9086-7
Perera, H. N., & John, J. E. (2020). Teachers’ self-efficacy beliefs for teaching math: Relations with teacher and student outcomes. Contemporary Educational Psychology, 61, 101842. https://doi.org/10.1016/j.cedpsych.2020.101842
Perera, H. N., Maghsoudlou, A., Miller, C. J., McIlveen, P., Barber, D., Part, R., & Reyes, A. L. (2022). Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction. Contemporary Educational Psychology, 69, 102041. https://doi.org/10.1016/j.cedpsych.2021.102041
Pérez-Chacón, M., Chacón, A., Borda-Mas, M., & Avargues-Navarro, M. L. (2021). Sensory processing sensitivity and compassion satisfaction as risk/protective factors from burnout and compassion fatigue in healthcare and education professionals. International Journal of Environmental Research and Public Health, 18(2), 611-625. https://doi.org/10.3390/ijerph18020611
Poulou, M. (2017). An examination of the relationship among teachers’ perceptions of social-emotional learning, teaching efficacy, teacher–students interactions and students’ behavioral difficulties. International Journal of School and Educational Psychology, 5(2), 126–136. https://doi: 10.1080/21683603.2016.1203851
Rumsey, A. D. (2017). School counselors and secondary exposure to trauma: Exploring the relationships between empathy, self-efficacy, burnout, secondary traumatic stress, and compassion satisfaction. [Doctoral dissertation, Georgia State University]. https://doi.org/10.57709/10549974
Saleem, T., & Hawamdeh, E. S. (2022). Counselor self-efficacy, spiritual well-being and compassion satisfaction/fatigue among mental health professionals in Pakistan. Current Psychology, 1-13. https://doi.org/10.1007/s12144-021-02499-5
Simon, K., Petrovic, L., Baker, C., & Overstreet, S. (2022). An examination of the associations among teacher secondary traumatic stress, teacher–student relationship quality, and student socio-emotional functioning. School Mental Health, 14(2), 213-224. https://doi.org/10.1007/s12310-022-09507-4
Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0
Smetackova, I. (2017). Self-efficacy and burnout syndrome among teachers. The European Journal of Social & Behavioural Sciences, 20(3), 228-241 https://doi.org/10.15405/ejsbs.219
Stajkovic, A. D., & Luthans, F. (2002). Social cognitive theory and self-efficacy: Implications for motivation theory and practice. In L.W. Porter, G.A. Bigley, & R.M. Steers (Eds.), Motivation and work behavior (pp. 126-140). McGraw-Hill.
Stamm, B. H. (2010). The concise ProQOL manual. Pocatello, ID: ProQOL.org.
Stephanou, G., & Oikonomou, A. (2018). Teacher emotions in primary and secondary education: Εffects of self-efficacy and collective-efficacy, and problem-solving Appraisal as a moderating mechanism. Psychology, 9, 820-875. https://doi.org/10.4236/psych.2018.94053
Thanos, T., Kourkoutas, E., & Vitalaki, E. (2006). Burnout reactions and stressful situations of Greek teachers within mainstream school settings. Paper presented at the International Conference of the Stress and Anxiety Research Society, 13th-15th July, Rethymno.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. https://doi.org/10.3102/00346543068002202
Tsigilis, N., Koustelios, A., & Grammatikopoulos, V. (2010). Psychometric properties of the Teachers’ Sense of Efficacy Scale within the Greek educational context. Journal of Psychoeducational Assessment, 28(2), 153-162. https://doi.org/0.1177/0734282909342532
Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). Efficacy beliefs of special educators: The Relationships among collective efficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education, 33(3), 225–233. https://doi.org/10.1177/0888406409360129
Vousiopoulos, S., Kouli, O., Kourtessis, T., Tsitskari, E., & Tsitskari, D. (2019). Job satisfaction and burnout among Greek teachers and physical education teachers. A comparison in minority and public sector schools in Thrace. Annals of Applied Sport Science, 7(4), 52-60. https://doi.org/10.29252/aassjournal.786
Wang, H., Hall, N. C., & Rahimi, S. (2015). Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, 47, 120-130. https://doi.org/10.1016/j.tate.2014.12.005
Woolfolk Hoy, A., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 139-159). Information Age Publishing.
Χατζηχρήστου, Χ., Λαμπροπούλου, Α., Λιανός, Π., Γεωργακάκου-Κουτσονίκου, Ν., Μίχου, Σ., Υφαντή, Θ., & Γεωργουλέας, Γ. (2021). Ψυχοκοινωνικές και εκπαιδευτικές ανάγκες στη σχολική κοινότητα στην περίοδο της πανδημίας COVID-19: Σύνδεση εμπειρικών δεδομένων με δράσεις υποστήριξης και κατάρτισης. Νέα Παιδεία, 177, 13-32.
Yu, X., Sun, C., Sun, B., Yuan, X., Ding, F., & Zhang, M. (2022). The cost of caring: compassion fatigue is a special form of teacher burnout. Sustainability, 14(10), 6071.https://doi.org/10.3390/su14106071
Zhang, J., Wang, X., Xu, T., Li, J., Li, H., Wu, Y., Li, Y., Chen, Y., & Zhang, J. P. (2022). The effect of resilience and self-efficacy on nurses’ compassion fatigue: A cross-sectional study. Journal of Advanced Nursing, 78, 2030–2041. https://doi.org/10.1111/jan.15113
