Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

• Published in: Journal of positive behavior interventions Vol. 20; no. 2; pp. 90 - 100
• Main Authors: Herman, Keith C., Hickmon-Rosa, Jal’et, Reinke, Wendy M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2018; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Academic Achievement; Achievement Tests; Anxiety; Behavior Problems; Burnout; Coping; Elementary School Students; Elementary School Teachers; Intervention; Measures (Individuals); Outcomes of Education; Positive Behavior Supports; Prevention; School Districts; Self Efficacy; Statistical Analysis; Stress Variables; Student Behavior; Teacher Burnout; Teachers; teacher stress; student behavior; burnout; prevention; efficacy

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achieveme...