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

A nation-wide innovative trial with 10 schools

Schwarzer, R., & Jerusalem, M. (Eds.). (1999). Skalen zur Erfassung von Lehrer- und 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

Self-Efficacious Schools

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.

00,5

11,5

22,5

33,5

44,5

low medium high

Self-Efficacy Time 1

Self-efficacious teachers spend more free time with their students

Schmitz, G. S. & Schwarzer, R. (2000). Selbstwirksamkeitse-rwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument. Zeitschrift für Pädagogische Psychologie, 14(1), 12-25.

Teacher Self-Efficacy and Extracurricular Engagement

Extra Hours at Time 3

Men

Women

W1 O1 W2 O2 W3 O3 W4 O4 W5 W6

0

0,2

0,4

0,6

-0,2

-0,4

-0,6

-0,8

-1

Time 2

Time 3

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).

Burnout as a job stress syndrome

Christina Maslach, UC Berkeley, California

0

0,5

1

1,5

2

low medium high

self-efficacy

Depersonalization Time 3

Low self-efficacious teachers have the highest levels of burnout.Schmitz & Schwarzer, 1999

Teacher Self-Efficacy and Burnout Levels

.30

.28

.26

.65 .97

Self-

Efficacy 4

Individual Collective

.85 .66

Burnout 4

.67

Self-

Efficacy 2

Collective

.86 .67

Burnout 2

Exhaustion Depersonalization

.78 –.16

0

.84

.62

Individual

Exhaustion Depersonalization

.94

Self-Efficacy1996

Job Stress1997

Burnout1998

-.50

.63

-.21

Conclusions1. 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. McCaul (Eds.), Health behavior constructs: Theory, measurement, and research. National Cancer Institute Website.

Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy 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/self/selfeff_public.htm