Publications-Theses
Article View/Open
Publication Export
-
Google ScholarTM
NCCU Library
Citation Infomation
Related Publications in TAIR
題名 教師壓力、自我效能與倦怠感之相關研究：後設分析取向結構方程模式之應用
The Relationships among Teacher’ Stress, Self-Efficacy and Burnout : An Application of Meta-Analytic Structural Equation Modeling作者 李昀柔
Li, Yun-Jou貢獻者 吳政達
李昀柔
Li, Yun-Jou關鍵詞 壓力
自我效能
倦怠感
後設分析取向結構方程模式
Stress
Self-efficacy
Burnout
Meta-Analytic Structural Equation Modeling (MASEM)日期 2024 上傳時間 2-Jan-2025 11:48:24 (UTC+8) 摘要 本研究旨在利用後設分析結合結構方程模式技術，研究教師壓力、教師自我效能及倦怠感間的關係模式，並探討自我效能在壓力對倦怠感的影響中是否有中介效果。 本研究使用方法為後設分析取向結構方程模式，分為後設分析及結構方程模式兩步驟執行，共分析46篇期刊論文，並得到以下研究結果： （一）教師壓力與自我效能及成就感間有顯著負相關性；與倦怠感、情感衰竭、去人格化間有顯著正相關性。（二）教師自我效能與成就感間有顯著正相關性；與倦怠感、情感衰竭、去人格化間有顯著負相關性。（三）教師自我效能在壓力對倦怠感及其分層面（情感衰竭、去人格化及成就感）間有中介效果。本研究最後依據研究結果提出對於教育人員及後續研究的參考建議。
The purpose of this study is to investigate the relationships among teacher stress, self-efficacy, and burnout using Meta-Analytic Structural Equation Modeling (MASEM). Additionally, it examines the mediating role of self-efficacy in the relationship between stress and burnout. This study was conducted in two phases using MASEM. In the first phase, Meta-Analysis analyzed 46 journal articles and calculated effect sizes to understand the correlations among variables. In the second phase, path analysis of Structural Equation Modeling examined the path relationships between variables and the mediating effect of self-efficacy. The findings are as follows: (1) Teacher stress is significantly negatively correlated with self-efficacy and accomplishment, and significantly positively correlated with burnout, emotional exhaustion, and depersonalization. (2) Teacher self-efficacy is significantly positively correlated with accomplishment and negatively correlated with burnout, emotional exhaustion, and depersonalization. (3) Teacher self-efficacy mediates the relationship between stress and burnout, as well as its subdimensions (emotional exhaustion, depersonalization, and accomplishment). Finally, recommendations for educational practitioners and future research are proposed based on the findings.參考文獻 丁毓珊、葉玉珠、江瑞鈴（2023）。素養導向教育改革下之中學教師壓力：量表發展與壓力改變之影響因素。教育科學研究期刊，68(1)，229-262。 余桂霖（2010）。結構方程式模型：專題分析。秀威資訊。 李茂能（2019）。結構方程模式理論與實務: 圖解 AMOS 取向。五南圖書出版股份有限公司。 吳明隆（2009）。結構方程模式—方法與實務應用。麗文文化。 周子敬、彭睦清（2005）。國內大專院校教師工作壓力及工作滿足感模式。教育心理學報，36(3)，201-219。 邱懷萱、李麗日（2012）。教師工作壓力與自我效能感之相關研究─ 以苗栗縣國民小學教師為例。區域與社會發展研究，3，193-244。 張攸萍、吳政達 （2016）。 R 與 STATA 後設分析軟體應用與報表解析。 教育研究月刊 (264)。 郭怡慧、蕭佳純（2011）。 國中教師之工作壓力及職業倦怠之關係探討-工作自主的調節效果。學校行政，(76)， 47-64。 鈕文英、吳裕益（2015）。單一個案研究法: 研究設計與後設分析。心理。 黃易文、湯家偉（2019）。國中社會領域初任教師知覺組織支持、教師同僚共享氛圍和自我效能之關係。教育實踐與研究，32(1)，33-70。 謝進昌、陳敏瑜（2011） 國內教育、心理後設分析研究出版偏誤檢定之實徵分析。 測驗學刊， 58(2)， 391-422。 Blunch,N.J.（2015）。結構方程模式：IBM SPSS與AMOS的應用（吳政達審定）。高教出版。（原著出版於2013） Act, N. C. L. B. (2002). No child left behind act of 2001. Publ. L, 107-110. Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International journal of environmental research and public health, 19(17), 10706. Alexandros-Stamatios Antoniou, Vasiliki Efthymiou, Fotini Polychroni& Olga Kofa (2023) Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy, Educational Studies, 49:1, 200-217, http://doi.org/10.1080/03055698.2020.1837080 Ali, R., & Mehdi, I. (2020). The relationship between burnout and self-efficacy among Iranian male and female EFL teachers. Journal of Language and Education, 6(1 (21)), 173-188. Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational research review, 12, 30-44. Antoniou, A. S., Efthymiou, V., Polychroni, F., & Kofa, O. (2023). Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy. Educational Studies, 49(1), 200-217. Antoniou, A. S., Polychroni, F., & Kotroni, C. (2009). Working with students with special educational needs in Greece: teachers' stressors and coping strategies. International journal of special education, 24(1), 100-111. Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & van Dick, R. (2018). How to mobilize social support against workload and burnout: The role of organizational identification. Teaching and Teacher Education, 69, 154-167. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W H Freeman/Times Books/Henry Holt & Co. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180. Barouch Gilbert, R., Adesope, O. O., & Schroeder, N. L. (2014). Efficacy beliefs, job satisfaction, stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic. Educational Psychology, 34(7), 876-899. 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. Betoret, F. D. (2009). Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach. Educational Psychology, 29(1), 45-68. Betoret, F. D., & Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. The Spanish journal of psychology, 13(2), 637-654. Billett, P., Turner, K., & Li, X. (2023). Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic. Psychology in the Schools, 60(5), 1394-1414. Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English as a foreign language teachers: A structural equation modeling approach. Frontiers in Psychology, 13, 900417. Bishop, R. E., & High, A. C. (2023). Caregiving in academia: Examining educator well‐being and burnout during prolonged stressors. Personal Relationships, 30(4), 1274-1292. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational psychology review, 15, 1-40. Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of school psychology, 77, 36-51. Boujut, E., Dean, A., Grouselle, A., & Cappe, E. (2016). Comparative study of teachers in regular schools and teachers in specialized schools in France, working with students with an autism spectrum disorder: Stress, social support, coping strategies and burnout. Journal of autism and developmental disorders, 46, 2874-2889. Boujut, E., Popa-Roch, M., Palomares, E. A., Dean, A., & Cappe, E. (2017). Self-efficacy and burnout in teachers of students with autism spectrum disorder. Research in Autism Spectrum Disorders, 36, 8-20. Bourne, M. J., Smeltzer, S. C., & Kelly, M. M. (2021). Clinical teacher self-efficacy: A concept analysis. Nurse education in practice, 52, 103029. Braun, A., Weiss, S., & Kiel, E. (2020). How to cope with stress? The stress-inducing cognitions of teacher trainees and resulting implications for teacher education. European Journal of Teacher Education, 43(2), 191-209. Braun, S. S., Kaihoi, C. A., McDaniel, H. L., & Bradshaw, C. P. (2022). Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race. Teaching and Teacher Education, 118, 103819. Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher education, 16(2), 239-253. Brouwers, A., Evers, W. J., & Tomic, W. (2001). Self‐efficacy in eliciting social support and burnout among secondary‐school teachers. Journal of applied social psychology, 31(7), 1474-1491. Capone, V., Marino, L., & Donizzetti, A. R. (2020). The english version of the health profession communication collective efficacy scale (HPCCE scale) by Capone and Petrillo, 2012. European Journal of Investigation in Health, Psychology and Education, 10(4), 1065-1079. Chang, H. (2022). Stress and Burnout in EFL Teachers: The Mediator Role of Self-Efficacy. Frontiers in Psychology, 13, 880281. Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21, 193-218. Chen, S. (2023). Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout. Frontiers in Psychology, 14, 1157324. Cherniss, C. (2017). Role of professional self-efficacy in the etiology and amelioration of burnout. Professional burnout ,135-149 Cheung, M. W., & Chan, W. (2009). A two-stage approach to synthesizing covariance matrices in meta-analytic structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(1), 28-53. Cho, I. K., Lee, J., Lee, S., Yoo, S., Suh, S., & Chung, S. (2021). Schoolteachers' resilience does but self-efficacy does not mediate the influence of stress and anxiety due to the COVID-19 pandemic on depression and subjective well-being. Frontiers in Psychiatry, 12, 756195. Clark, S., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47. Clipa, O., & Boghean, A. (2015). Stress factors and solutions for the phenomenon of burnout of preschool teachers. Procedia-Social and Behavioral Sciences, 180, 907-915. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry,L., & Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of autism and developmental disorders, 43, 345-360. Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. Daniel, E., & Van Bergen, P. (2023). Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation. Teachers and Teaching, 29(3), 310-328. DeMauro, A. A., & Jennings, P. A. (2016). Pre-service teachers’ efficacy beliefs and emotional states. Emotional and Behavioural Difficulties, 21(1), 119-132. Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression among Egyptian teachers. Journal of epidemiology and global health, 7(3), 191-198. Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, 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. Ding, J., & He, L. (2022). On the association between Chinese EFL teachers’ academic buoyancy, self-efficacy, and burnout. Frontiers in Psychology, 13, 947434. Emmanuel, S. O. (2019). Predictive effects of perceived school environment, teacher efficacy, internal locus of control on secondary schools teacher burn out. The International Jornal of Indian Psychology, 7(1), 575-583. Emmanuel, S. O. (2019). Predictive effects of perceived school environment, teacher efficacy, internal locus of control on secondary schools teacher burn out. The International Jornal of Indian Psychology, 7(1), 575-583. Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143. Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International journal of environmental research and public health, 18(2), 548. Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and teacher education, 28(4), 514-525. Fitchett, P. G., McCarthy, C. J., Lambert, R. G., & Boyle, L. (2018). An examination of US first-year teachers’ risk for occupational stress: Associations with professional preparation and occupational health. Teachers and Teaching, 24(2), 99-118. Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and teacher education, 18(6), 675-686. Gale, J., Alemdar, M., Cappelli, C., & Morris, D. (2021). A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. Frontiers in Education (6),750599. García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22, 189-208. Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23(5), 624-640. Gillet, N., Morin, A. J., Sandrin, É., & Fernet, C. (2022). Predictors and outcomes of teachers’ burnout trajectories over a seven-year period. Teaching and Teacher Education, 117, 103781. Glass, G. V. (1977). 9: integrating findings: the meta-analysis of research. Review of research in education, 5(1), 351-379. Goroshit, M., & Hen, M. (2016). Teachers’ empathy: can it be predicted by self-efficacy?. Teachers and teaching, 22(7), 805-818. Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961-968. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American educational research journal, 31(3), 627-643. Hakanen, J. J., & Schaufeli, W. B. (2012). Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study. Journal of affective disorders, 141(2-3), 415-424. Helms-Lorenz, M., & Maulana, R. (2016). Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent. Educational psychology, 36(3), 569-594. Helms-Lorenz, M., Slof, B., Vermue, C. E., & Canrinus, E. T. (2012). Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements. Educational Studies, 38(2), 189-207. Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558. Ho, I. T., & Hau, K.-T. (2004). Australian and Chinese teacher efficacy: similaritiesand differences in personal instruction, discipline, guidance efficacy and beliefsin external determinants. Teaching and Teacher Education, 20, http://dx.doi.org/10.1016/j.tate.2003.09.009. Hoogendijk, K., Tick, N. T., Hofman, A. W., Windig, R. J., Holland, J. G., Severiens, S. E., Vuijk,P & van Veen, D. (2023). The impact of teachers’ self-efficacy and classroom externalising problem behaviours on emotional exhaustion: Between-and within-person associations. Current Psychology, 42(26), 22989-23002. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356. Hu, B. Y., Li, Y., Wang, C., Reynolds, B. L., & Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6), 748-767. Hwang, S. (2022). Profiles of Mathematics Teachers’ Job Satisfaction and Stress and Their Association with Dialogic Instruction. Sustainability, 14(11), 6925. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American educational research journal, 38(3), 499-534. Jak, S., & Cheung, M. W. L. (2018). Accounting for missing correlation coefficients in fixed-effects MASEM. Multivariate behavioral research, 53(1), 1-14. Jentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G. (2023). Investigating teachers' job satisfaction, stress and working environment: The roles of self‐efficacy and school leadership. Psychology in the Schools, 60(3), 679-690. Jeon, H. J., Diamond, L., McCartney, C., & Kwon, K. A. (2022). Early childhood special education teachers’ job burnout and psychological stress. Early education and development, 33(8), 1364-1382. Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early education and development, 29(1), 53-69. Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3379-3392. Johnson, D. (2010). Learning to Teach: The Influence of a University-School Partnership Project on Pre-Service Elementary Teachers' Efficacy for Literacy Instruction. Reading Horizons, 50(1). Kalteh, H. O., Tajpoor, A., & Mousavi Kordmiri, S. H. (2023). The Mediating Role of Occupational Burnout between Job Stress and Job Performance among Iranian Teachers. Journal of Health Sciences & Surveillance System, 11(2), 277-283. Kalyva, E. (2013). Stress in Greek primary schoolteachers working under conditions of financial crisis. Europe’s journal of psychology, 9(1), 104-112. Karakus, M., Ersozlu, Z., Usak, M., & Ocean, J. (2021). Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers: A structural equation model. Journal of Baltic Science Education, 2,237-251. Katz, D. A., Greenberg, M. T., Jennings, P. A., & Klein, L. C. (2016). Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators. Teaching and Teacher Education, 54, 98-106. Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context?. Educational Psychology, 35(1), 93-109. Kiel, E., Braun, A., Muckenthaler, M., Heimlich, U., & Weiss, S. (2020). Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?. European Journal of Special Needs Education, 35(3), 333-349. Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of educational research, 103(5), 342-350. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary educational psychology, 36(2), 114-129. Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review, 12, 59-76. Klassen, R. M., Bong, M., Usher, E. L., Chong,W. H., Huan, V. S.,Wong, I., et al. (2009).Exploring the validity of a teachers’ self-efficacy scale in five countries.Contemporary Educational Psychology, 34, 67e76. http://dx.doi.org/10.1016/j.cedpsych.2008.08.001. Košir, K., Tement, S., Licardo, M., & Habe, K. (2015). Two sides of the same coin? The role of rumination and reflection in elementary school teachers' classroom stress and burnout. Teaching and Teacher Education, 47, 131-141. 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(3), 299–322. https://doi.org/10.1007/s10212-015-0272-7. Kuo, P., Huang, J., Ji, Q., Lin, L., Chen, Z., & Chen, K. (2019). Comparison of self-efficacy, job stress and satisfaction of application-oriented university teachers in Fujian and Taiwan. IEEE Eurasia Conference on IOT, Communication and Engineering (ECICE) , 109-112. Kyoung, H. Y., & Seek, L. C. (2021). THE EFFECT OF JOB STRESS AND PSYCHOLOGICAL BURNOUT ON CHILD-CARE TEACHERS’TURNOVER INTENTION: A MODERATED MEDIATION MODEL OF GRATITUDE. Перспективы науки и образования, 1 (49), 390-403. Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: a review. Educational Review, 29, 299–306. Lambert, R. G., McCarthy, C., O'Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46(10), 973-988. Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company. Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in psychology, 14, 1185079. Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International journal of educational research, 53, 160-170. Ma, K., Liang, L., Chutiyami, M., Nicoll, S., Khaerudin, T., & Ha, X. V. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work, 73(1), 3-27. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers' coping strategies during the Covid‐19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1–13. https://doi.org/10.1016/j.system.2020.102352 Maneethai, D., Beiza, A., Torres, F. J., & Madera, J. M. (2024). The impact of corporate social responsibility on employee outcomes in the hospitality industry: A multi-motive and cross-cultural meta-analysis. Journal of Hospitality and Tourism Management, 61, 45-56. Maslach, C. (2018). Burnout: A multidimensional perspective. Professional burnout ,19-32. Maslach, C., & Jackson, S. E. (1985). The role of sex and family variables in burnout. Sex roles, 12(7-8), 837-851. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 McCarthy, C. J., Lambert, R. G., & Ullrich, A. (Eds.). (2012). International perspectives on teacher stress.Greenwich: Information Age Publishing, Inc. McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2016). Assessing teacher appraisals and stress in the classroom: Review of the classroom appraisal of resources and demands. Educational Psychology Review, 28, 577-603. Mehrabi, M., & Radi, N. (2015). On the relationship between biographical variables and Iranian EFL teachers’ burnout and stressors. Mediterranean Journal of Social Sciences, 6(4), 543-553. Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10. Meurs, J. A., & Perrewé, P. L. (2011). Cognitive activation theory of stress: An integrative theoretical approach to work stress. Journal of Management, 37(4), 1043-1068. Moyano, N., Perez-Yus, M. C., Herrera-Mercadal, P., Navarro-Gil, M., Valle, S., & Montero-Marin, J. (2021). Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology, 1-14. Moyano, N., Perez-Yus, M. C., Herrera-Mercadal, P., Navarro-Gil, M., Valle, S., & Montero-Marin, J. (2023). Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology, 42(14), 11719-11732. Naama, E., & Lavy, S. (2022). What it takes to be caring: Resources and benefits of caring teachers in Israel. Teaching and Teacher Education, 119, 103852. Naghieh, A., Montgomery, P., Bonell, C. P., Thompson, M., & Aber, J. L. (2015). Organisational interventions for improving wellbeing and reducing work‐related stress in teachers. Cochrane database of systematic reviews, (4). Ngui, G. K., & Lay, Y. F. (2018). Investigating the effect of stress-coping abilities on stress in practicum training. The Asia-Pacific Education Researcher, 27(4), 335-343. Nguyen, L. T., Dang, V. H., & Pham, H. T. (2023). The effects of school climate on high school teacher stress and self-efficacy in Ho Chi Minh City. Educational Psychology, 43(1), 57-77. Orakcı, Ş., Yüreğilli Göksu, D., & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829. Ornaghi, V., Conte, E., Cavioni, V., Farina, E., & Pepe, A. (2023). The role of teachers' socio-emotional competence in reducing burnout through increased work engagement. Frontiers in Psychology, 14, 1295365. Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of teacher burnout in middle education: School culture and self-efficacy. Studia Psychologica, 63(1), 5-23. Padilla, M. A., & Thompson, J. N. (2016). Burning out faculty at doctoral research universities. Stress and Health, 32(5), 551-558. Pang, I. W. (2012). Teacher stress in working with challenging students in Hong Kong. Educational Research for Policy and Practice, 11, 119-139. Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73-82. Preacher, K. J., & Selig, J. P. (2012). Advantages of Monte Carlo confidence intervals for indirect effects. Communication Methods and Measures, 6(2), 77-98. https://doi.org/10.1080/19312458.2012.679848 Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it's important, how it can be alleviated. Theory Into Practice, 55(2), 104-111. Putwain, D. W., & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, 39(1), 51-64. Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365-378. Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model. PeerJ, 4, e2087. Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K., & Jamil, F. M. (2020). Preschool teachers’ self-efficacy, burnout, and stress in online professional development: A mixed methods approach to understand change. Journal of Early Childhood Teacher Education, 41(3), 262-283. Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of statistical software, 48, 1-36. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and applied, 80(1), 1. Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1-11. Saber Gigasari, N., & Hassaskhah, J. (2017). The effect of social comparison tendencies on EFL teachers’ experience of burnout and instructional self-efficacy. Cogent Psychology, 4(1), 1327130. Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437. Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career development international, 14(3), 204-220. Seifalian, M., & Derakhshan, A. (2018). The relationship between Iranian EFL teachers’ burnout and self-efficacy across English-related vs. non-English-related academic degrees. International Journal of English Language & Translation Studies, 6(2), 99-110. Shang, W. (2022). Job stress and burnout among ideological and political education teachers during the COVID-19 pandemic: A moderated mediation model. Frontiers in Psychology, 13, 1008854. Shimony, O., Malin, Y., Fogel-Grinvald, H., Gumpel, T. P., & Nahum, M. (2022). Understanding the factors affecting teachers’ burnout during the COVID-19 pandemic: A cross-sectional study. Plos one, 17(12), e0279383. Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038. Sloan Nichols, A., & LaPlante Sosnowsky, F. (2002). Burnout among special education teachers in self-contained cross-categorical classrooms. Teacher Education and Special Education, 25(1), 71-86. Smetackova, I., Viktorova, I., Pavlas Martanova, V., Pachova, A., Francova, V., & Stech, S. (2019). Teachers between job satisfaction and burnout syndrome: What makes difference in Czech elementary schools. Frontiers in psychology, 10, 2287. Smith, E. C., Starratt, G. K., McCrink, C. L., & Whitford, H. (2020). Teacher evaluation feedback and instructional practice self-efficacy in secondary school teachers. Educational Administration Quarterly, 56(4), 671-701. Song, M. (2022). Chinese English as Foreign Language Teachers’ Self-Efficacy and Motivation as Predictors of Burnout. Frontiers in Psychology, 13, 899687. Steinhardt, M. A., Smith Jaggars, S. E., Faulk, K. E., & Gloria, C. T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress and health, 27(5), 420-429. Tian, Y., & Guo, Y. (2024). How does transformational leadership relieve teacher burnout: the role of self-efficacy and emotional intelligence. Psychological reports, 127(2), 936-956. Tran, V. D. (2015). Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction. International Journal of Higher Education, 4(4), 147-157. Troesch, L. M., & Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389-398. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of educational research, 78(4), 751-796. van Rooij, E. C. M., Fokkens-Bruinsma, M., & Goedhart, M. (2019). Preparing science undergraduates for a teaching career: Sources of their teacher self-efficacy. The Teacher Educator, 54(3), 270-294. Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of statistical software, 36(3), 1-48. Vieluf, S., Kunter, M., & Van de Vijver, F. J. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103. Vinoi, N., & Vishwakarma, P. (2024). Ecolabelling: a meta-analytic structural equation modelling approach. Marketing Intelligence & Planning, 42(8), 1601-1632. Von der Embse, N. P., Schoemann, A. M., Kilgus, S. P., Wicoff, M., & Bowler, M. (2017). The influence of test-based accountability policies on teacher stress and instructional practices: A moderated mediation model. Educational Psychology, 37(3), 312-331. Von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328-1343. Weissenfels, M., Benick, M., & Perels, F. (2021). Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?. International Journal of Educational Research, 109, 101794. Westphal, A., Kalinowski, E., Hoferichter, C. J., & Vock, M. (2022). K− 12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review. Frontiers in psychology, 13, 920326. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of educational Psychology, 82(1), 81. Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R. M., & Lian, R. (2019). Teachers' emotional intelligence and self-efficacy: Mediating role of teaching performance. Social Behavior and Personality: an international journal, 47(3), 1-10. Xu, R., & Jia, X. (2022). An investigation into Chinese EFL teachers’ self-efficacy and stress as predictors of engagement and emotional exhaustion. SAGE Open, 12(2), 21582440221093342. Xu, X., Chen, L., Yuan, Y., Xu, M., Lu, F., & Wang, Z. (2021). Perceived stress and life satisfaction among Chinese clinical nursing teachers: a moderated mediation model of burnout and emotion regulation. Frontiers in psychiatry, 12, 548339. Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in human Behavior, 64, 591-601. Yildizli, H. (2019). Structural Relationships among Teachers' Goal Orientations for Teaching, Self-Efficacy, Burnout, and Attitudes towards Teaching. Journal on Efficiency and Responsibility in Education and Science, 12(4), 111-125. Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529. Yu, X., Wang, P., Zhai, X., Dai, H., & Yang, Q. (2015). The effect of work stress on job burnout among teachers: The mediating role of self-efficacy. Social Indicators Research, 122, 701-708. Zarrinabadi, N., Jamalvandi, B., & Rezazadeh, M. (2023). Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity. Language Teaching Research, 13621688231151787. Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. Zhang, B. (2022). Chinese English teachers’ occupational intention during distance education: The role of burnout and job-related stress. Frontiers in Psychology, 13, 1024250. Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022). The relationship between teacher job stress and burnout: A moderated mediation model. Frontiers in Psychology, 12, 784243. Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2017). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(S1), 122. 描述 碩士
國立政治大學
學校行政碩士在職專班
110911009資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110911009 資料類型 thesis dc.contributor.advisor 吳政達 zh_TW dc.contributor.author (Authors) 李昀柔 zh_TW dc.contributor.author (Authors) Li, Yun-Jou en_US dc.creator (作者) 李昀柔 zh_TW dc.creator (作者) Li, Yun-Jou en_US dc.date (日期) 2024 en_US dc.date.accessioned 2-Jan-2025 11:48:24 (UTC+8) - dc.date.available 2-Jan-2025 11:48:24 (UTC+8) - dc.date.issued (上傳時間) 2-Jan-2025 11:48:24 (UTC+8) - dc.identifier (Other Identifiers) G0110911009 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/155004 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 學校行政碩士在職專班 zh_TW dc.description (描述) 110911009 zh_TW dc.description.abstract (摘要) 本研究旨在利用後設分析結合結構方程模式技術，研究教師壓力、教師自我效能及倦怠感間的關係模式，並探討自我效能在壓力對倦怠感的影響中是否有中介效果。 本研究使用方法為後設分析取向結構方程模式，分為後設分析及結構方程模式兩步驟執行，共分析46篇期刊論文，並得到以下研究結果： （一）教師壓力與自我效能及成就感間有顯著負相關性；與倦怠感、情感衰竭、去人格化間有顯著正相關性。（二）教師自我效能與成就感間有顯著正相關性；與倦怠感、情感衰竭、去人格化間有顯著負相關性。（三）教師自我效能在壓力對倦怠感及其分層面（情感衰竭、去人格化及成就感）間有中介效果。本研究最後依據研究結果提出對於教育人員及後續研究的參考建議。 zh_TW dc.description.abstract (摘要) The purpose of this study is to investigate the relationships among teacher stress, self-efficacy, and burnout using Meta-Analytic Structural Equation Modeling (MASEM). Additionally, it examines the mediating role of self-efficacy in the relationship between stress and burnout. This study was conducted in two phases using MASEM. In the first phase, Meta-Analysis analyzed 46 journal articles and calculated effect sizes to understand the correlations among variables. In the second phase, path analysis of Structural Equation Modeling examined the path relationships between variables and the mediating effect of self-efficacy. The findings are as follows: (1) Teacher stress is significantly negatively correlated with self-efficacy and accomplishment, and significantly positively correlated with burnout, emotional exhaustion, and depersonalization. (2) Teacher self-efficacy is significantly positively correlated with accomplishment and negatively correlated with burnout, emotional exhaustion, and depersonalization. (3) Teacher self-efficacy mediates the relationship between stress and burnout, as well as its subdimensions (emotional exhaustion, depersonalization, and accomplishment). Finally, recommendations for educational practitioners and future research are proposed based on the findings. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 3 第三節 名詞釋義 3 第四節 研究方法與步驟 4 第五節 研究範圍與限制 7 第二章 文獻探討 11 第一節 教師壓力的概念與研究 11 第二節 教師自我效能的概念與研究 17 第三節 教師倦怠感概念與研究 28 第四節 教師壓力、自我效能與倦怠感相關研究 33 第三章 研究方法 45 第一節 研究架構 45 第二節 研究假設 46 第三節 研究對象 46 第四節 研究程序 53 第五節 統計分析方法 54 第四章 研究結果與討論 61 第一節 教師壓力、自我效能及倦怠感間的效果量 61 第二節 教師壓力、自我效能及倦怠感分層面間的效果量 67 第三節 教師壓力、自我效能及倦怠感之路徑分析 78 第五章 結論與建議 87 第一節 研究結論 87 第二節 研究建議 89 參考文獻 93 zh_TW dc.format.extent 2028528 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110911009 en_US dc.subject (關鍵詞) 壓力 zh_TW dc.subject (關鍵詞) 自我效能 zh_TW dc.subject (關鍵詞) 倦怠感 zh_TW dc.subject (關鍵詞) 後設分析取向結構方程模式 zh_TW dc.subject (關鍵詞) Stress en_US dc.subject (關鍵詞) Self-efficacy en_US dc.subject (關鍵詞) Burnout en_US dc.subject (關鍵詞) Meta-Analytic Structural Equation Modeling (MASEM) en_US dc.title (題名) 教師壓力、自我效能與倦怠感之相關研究：後設分析取向結構方程模式之應用 zh_TW dc.title (題名) The Relationships among Teacher’ Stress, Self-Efficacy and Burnout : An Application of Meta-Analytic Structural Equation Modeling en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 丁毓珊、葉玉珠、江瑞鈴（2023）。素養導向教育改革下之中學教師壓力：量表發展與壓力改變之影響因素。教育科學研究期刊，68(1)，229-262。 余桂霖（2010）。結構方程式模型：專題分析。秀威資訊。 李茂能（2019）。結構方程模式理論與實務: 圖解 AMOS 取向。五南圖書出版股份有限公司。 吳明隆（2009）。結構方程模式—方法與實務應用。麗文文化。 周子敬、彭睦清（2005）。國內大專院校教師工作壓力及工作滿足感模式。教育心理學報，36(3)，201-219。 邱懷萱、李麗日（2012）。教師工作壓力與自我效能感之相關研究─ 以苗栗縣國民小學教師為例。區域與社會發展研究，3，193-244。 張攸萍、吳政達 （2016）。 R 與 STATA 後設分析軟體應用與報表解析。 教育研究月刊 (264)。 郭怡慧、蕭佳純（2011）。 國中教師之工作壓力及職業倦怠之關係探討-工作自主的調節效果。學校行政，(76)， 47-64。 鈕文英、吳裕益（2015）。單一個案研究法: 研究設計與後設分析。心理。 黃易文、湯家偉（2019）。國中社會領域初任教師知覺組織支持、教師同僚共享氛圍和自我效能之關係。教育實踐與研究，32(1)，33-70。 謝進昌、陳敏瑜（2011） 國內教育、心理後設分析研究出版偏誤檢定之實徵分析。 測驗學刊， 58(2)， 391-422。 Blunch,N.J.（2015）。結構方程模式：IBM SPSS與AMOS的應用（吳政達審定）。高教出版。（原著出版於2013） Act, N. C. L. B. (2002). No child left behind act of 2001. Publ. L, 107-110. Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International journal of environmental research and public health, 19(17), 10706. Alexandros-Stamatios Antoniou, Vasiliki Efthymiou, Fotini Polychroni& Olga Kofa (2023) Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy, Educational Studies, 49:1, 200-217, http://doi.org/10.1080/03055698.2020.1837080 Ali, R., & Mehdi, I. (2020). The relationship between burnout and self-efficacy among Iranian male and female EFL teachers. Journal of Language and Education, 6(1 (21)), 173-188. Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational research review, 12, 30-44. Antoniou, A. S., Efthymiou, V., Polychroni, F., & Kofa, O. (2023). Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy. Educational Studies, 49(1), 200-217. Antoniou, A. S., Polychroni, F., & Kotroni, C. (2009). Working with students with special educational needs in Greece: teachers' stressors and coping strategies. International journal of special education, 24(1), 100-111. Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & van Dick, R. (2018). How to mobilize social support against workload and burnout: The role of organizational identification. Teaching and Teacher Education, 69, 154-167. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W H Freeman/Times Books/Henry Holt & Co. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180. Barouch Gilbert, R., Adesope, O. O., & Schroeder, N. L. (2014). Efficacy beliefs, job satisfaction, stress and their influence on the occupational commitment of English-medium content teachers in the Dominican Republic. Educational Psychology, 34(7), 876-899. 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. Betoret, F. D. (2009). Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach. Educational Psychology, 29(1), 45-68. Betoret, F. D., & Artiga, A. G. (2010). Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout. The Spanish journal of psychology, 13(2), 637-654. Billett, P., Turner, K., & Li, X. (2023). Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic. Psychology in the Schools, 60(5), 1394-1414. Bing, H., Sadjadi, B., Afzali, M., & Fathi, J. (2022). Self-efficacy and emotion regulation as predictors of teacher burnout among English as a foreign language teachers: A structural equation modeling approach. Frontiers in Psychology, 13, 900417. Bishop, R. E., & High, A. C. (2023). Caregiving in academia: Examining educator well‐being and burnout during prolonged stressors. Personal Relationships, 30(4), 1274-1292. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational psychology review, 15, 1-40. Bottiani, J. H., Duran, C. A., Pas, E. T., & Bradshaw, C. P. (2019). Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices. Journal of school psychology, 77, 36-51. Boujut, E., Dean, A., Grouselle, A., & Cappe, E. (2016). Comparative study of teachers in regular schools and teachers in specialized schools in France, working with students with an autism spectrum disorder: Stress, social support, coping strategies and burnout. Journal of autism and developmental disorders, 46, 2874-2889. Boujut, E., Popa-Roch, M., Palomares, E. A., Dean, A., & Cappe, E. (2017). Self-efficacy and burnout in teachers of students with autism spectrum disorder. Research in Autism Spectrum Disorders, 36, 8-20. Bourne, M. J., Smeltzer, S. C., & Kelly, M. M. (2021). Clinical teacher self-efficacy: A concept analysis. Nurse education in practice, 52, 103029. Braun, A., Weiss, S., & Kiel, E. (2020). How to cope with stress? The stress-inducing cognitions of teacher trainees and resulting implications for teacher education. European Journal of Teacher Education, 43(2), 191-209. Braun, S. S., Kaihoi, C. A., McDaniel, H. L., & Bradshaw, C. P. (2022). Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race. Teaching and Teacher Education, 118, 103819. Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher education, 16(2), 239-253. Brouwers, A., Evers, W. J., & Tomic, W. (2001). Self‐efficacy in eliciting social support and burnout among secondary‐school teachers. Journal of applied social psychology, 31(7), 1474-1491. Capone, V., Marino, L., & Donizzetti, A. R. (2020). The english version of the health profession communication collective efficacy scale (HPCCE scale) by Capone and Petrillo, 2012. European Journal of Investigation in Health, Psychology and Education, 10(4), 1065-1079. Chang, H. (2022). Stress and Burnout in EFL Teachers: The Mediator Role of Self-Efficacy. Frontiers in Psychology, 13, 880281. Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational psychology review, 21, 193-218. Chen, S. (2023). Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout. Frontiers in Psychology, 14, 1157324. Cherniss, C. (2017). Role of professional self-efficacy in the etiology and amelioration of burnout. Professional burnout ,135-149 Cheung, M. W., & Chan, W. (2009). A two-stage approach to synthesizing covariance matrices in meta-analytic structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(1), 28-53. Cho, I. K., Lee, J., Lee, S., Yoo, S., Suh, S., & Chung, S. (2021). Schoolteachers' resilience does but self-efficacy does not mediate the influence of stress and anxiety due to the COVID-19 pandemic on depression and subjective well-being. Frontiers in Psychiatry, 12, 756195. Clark, S., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large-scale study examining teacher education experiences. Asia-Pacific Journal of Teacher Education, 47(1), 32-47. Clipa, O., & Boghean, A. (2015). Stress factors and solutions for the phenomenon of burnout of preschool teachers. Procedia-Social and Behavioral Sciences, 180, 907-915. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry,L., & Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of autism and developmental disorders, 43, 345-360. Corbin, C. M., Alamos, P., Lowenstein, A. E., Downer, J. T., & Brown, J. L. (2019). The role of teacher-student relationships in predicting teachers’ personal accomplishment and emotional exhaustion. Journal of School Psychology, 77, 1-12. Daniel, E., & Van Bergen, P. (2023). Teacher burnout during COVID-19: associations with instructional self-efficacy but not emotion regulation. Teachers and Teaching, 29(3), 310-328. DeMauro, A. A., & Jennings, P. A. (2016). Pre-service teachers’ efficacy beliefs and emotional states. Emotional and Behavioural Difficulties, 21(1), 119-132. Desouky, D., & Allam, H. (2017). Occupational stress, anxiety and depression among Egyptian teachers. Journal of epidemiology and global health, 7(3), 191-198. Dicke, T., Parker, P. D., Marsh, H. W., Kunter, M., Schmeck, 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. Ding, J., & He, L. (2022). On the association between Chinese EFL teachers’ academic buoyancy, self-efficacy, and burnout. Frontiers in Psychology, 13, 947434. Emmanuel, S. O. (2019). Predictive effects of perceived school environment, teacher efficacy, internal locus of control on secondary schools teacher burn out. The International Jornal of Indian Psychology, 7(1), 575-583. Emmanuel, S. O. (2019). Predictive effects of perceived school environment, teacher efficacy, internal locus of control on secondary schools teacher burn out. The International Jornal of Indian Psychology, 7(1), 575-583. Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143. Fernández-Batanero, J. M., Román-Graván, P., Reyes-Rebollo, M. M., & Montenegro-Rueda, M. (2021). Impact of educational technology on teacher stress and anxiety: A literature review. International journal of environmental research and public health, 18(2), 548. Fernet, C., Guay, F., Senécal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and teacher education, 28(4), 514-525. Fitchett, P. G., McCarthy, C. J., Lambert, R. G., & Boyle, L. (2018). An examination of US first-year teachers’ risk for occupational stress: Associations with professional preparation and occupational health. Teachers and Teaching, 24(2), 99-118. Friedman, I. A., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and teacher education, 18(6), 675-686. Gale, J., Alemdar, M., Cappelli, C., & Morris, D. (2021). A mixed methods study of self-efficacy, the sources of self-efficacy, and teaching experience. Frontiers in Education (6),750599. García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education, 22, 189-208. Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23(5), 624-640. Gillet, N., Morin, A. J., Sandrin, É., & Fernet, C. (2022). Predictors and outcomes of teachers’ burnout trajectories over a seven-year period. Teaching and Teacher Education, 117, 103781. Glass, G. V. (1977). 9: integrating findings: the meta-analysis of research. Review of research in education, 5(1), 351-379. Goroshit, M., & Hen, M. (2016). Teachers’ empathy: can it be predicted by self-efficacy?. Teachers and teaching, 22(7), 805-818. Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961-968. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American educational research journal, 31(3), 627-643. Hakanen, J. J., & Schaufeli, W. B. (2012). Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study. Journal of affective disorders, 141(2-3), 415-424. Helms-Lorenz, M., & Maulana, R. (2016). Influencing the psychological well-being of beginning teachers across three years of teaching: Self-efficacy, stress causes, job tension and job discontent. Educational psychology, 36(3), 569-594. Helms-Lorenz, M., Slof, B., Vermue, C. E., & Canrinus, E. T. (2012). Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements. Educational Studies, 38(2), 189-207. Higgins, J. P., & Thompson, S. G. (2002). Quantifying heterogeneity in a meta‐analysis. Statistics in medicine, 21(11), 1539-1558. Ho, I. T., & Hau, K.-T. (2004). Australian and Chinese teacher efficacy: similaritiesand differences in personal instruction, discipline, guidance efficacy and beliefsin external determinants. Teaching and Teacher Education, 20, http://dx.doi.org/10.1016/j.tate.2003.09.009. Hoogendijk, K., Tick, N. T., Hofman, A. W., Windig, R. J., Holland, J. G., Severiens, S. E., Vuijk,P & van Veen, D. (2023). The impact of teachers’ self-efficacy and classroom externalising problem behaviours on emotional exhaustion: Between-and within-person associations. Current Psychology, 42(26), 22989-23002. Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and teacher education, 21(4), 343-356. Hu, B. Y., Li, Y., Wang, C., Reynolds, B. L., & Wang, S. (2019). The relation between school climate and preschool teacher stress: The mediating role of teachers’ self-efficacy. Journal of Educational Administration, 57(6), 748-767. Hwang, S. (2022). Profiles of Mathematics Teachers’ Job Satisfaction and Stress and Their Association with Dialogic Instruction. Sustainability, 14(11), 6925. Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American educational research journal, 38(3), 499-534. Jak, S., & Cheung, M. W. L. (2018). Accounting for missing correlation coefficients in fixed-effects MASEM. Multivariate behavioral research, 53(1), 1-14. Jentsch, A., Hoferichter, F., Blömeke, S., König, J., & Kaiser, G. (2023). Investigating teachers' job satisfaction, stress and working environment: The roles of self‐efficacy and school leadership. Psychology in the Schools, 60(3), 679-690. Jeon, H. J., Diamond, L., McCartney, C., & Kwon, K. A. (2022). Early childhood special education teachers’ job burnout and psychological stress. Early education and development, 33(8), 1364-1382. Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early education and development, 29(1), 53-69. Jiang, X. R., Du, J. J., & Dong, R. Y. (2017). Coping style, job burnout and mental health of university teachers of the millennial generation. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3379-3392. Johnson, D. (2010). Learning to Teach: The Influence of a University-School Partnership Project on Pre-Service Elementary Teachers' Efficacy for Literacy Instruction. Reading Horizons, 50(1). Kalteh, H. O., Tajpoor, A., & Mousavi Kordmiri, S. H. (2023). The Mediating Role of Occupational Burnout between Job Stress and Job Performance among Iranian Teachers. Journal of Health Sciences & Surveillance System, 11(2), 277-283. Kalyva, E. (2013). Stress in Greek primary schoolteachers working under conditions of financial crisis. Europe’s journal of psychology, 9(1), 104-112. Karakus, M., Ersozlu, Z., Usak, M., & Ocean, J. (2021). Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers: A structural equation model. Journal of Baltic Science Education, 2,237-251. Katz, D. A., Greenberg, M. T., Jennings, P. A., & Klein, L. C. (2016). Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators. Teaching and Teacher Education, 54, 98-106. Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context?. Educational Psychology, 35(1), 93-109. Kiel, E., Braun, A., Muckenthaler, M., Heimlich, U., & Weiss, S. (2020). Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?. European Journal of Special Needs Education, 35(3), 333-349. Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of educational research, 103(5), 342-350. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of educational Psychology, 102(3), 741. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary educational psychology, 36(2), 114-129. Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review, 12, 59-76. Klassen, R. M., Bong, M., Usher, E. L., Chong,W. H., Huan, V. S.,Wong, I., et al. (2009).Exploring the validity of a teachers’ self-efficacy scale in five countries.Contemporary Educational Psychology, 34, 67e76. http://dx.doi.org/10.1016/j.cedpsych.2008.08.001. Košir, K., Tement, S., Licardo, M., & Habe, K. (2015). Two sides of the same coin? The role of rumination and reflection in elementary school teachers' classroom stress and burnout. Teaching and Teacher Education, 47, 131-141. 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(3), 299–322. https://doi.org/10.1007/s10212-015-0272-7. Kuo, P., Huang, J., Ji, Q., Lin, L., Chen, Z., & Chen, K. (2019). Comparison of self-efficacy, job stress and satisfaction of application-oriented university teachers in Fujian and Taiwan. IEEE Eurasia Conference on IOT, Communication and Engineering (ECICE) , 109-112. Kyoung, H. Y., & Seek, L. C. (2021). THE EFFECT OF JOB STRESS AND PSYCHOLOGICAL BURNOUT ON CHILD-CARE TEACHERS’TURNOVER INTENTION: A MODERATED MEDIATION MODEL OF GRATITUDE. Перспективы науки и образования, 1 (49), 390-403. Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: a review. Educational Review, 29, 299–306. Lambert, R. G., McCarthy, C., O'Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46(10), 973-988. Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company. Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in psychology, 14, 1185079. Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers’ work stress and their turnover intention. International journal of educational research, 53, 160-170. Ma, K., Liang, L., Chutiyami, M., Nicoll, S., Khaerudin, T., & Ha, X. V. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. Work, 73(1), 3-27. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers' coping strategies during the Covid‐19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1–13. https://doi.org/10.1016/j.system.2020.102352 Maneethai, D., Beiza, A., Torres, F. J., & Madera, J. M. (2024). The impact of corporate social responsibility on employee outcomes in the hospitality industry: A multi-motive and cross-cultural meta-analysis. Journal of Hospitality and Tourism Management, 61, 45-56. Maslach, C. (2018). Burnout: A multidimensional perspective. Professional burnout ,19-32. Maslach, C., & Jackson, S. E. (1985). The role of sex and family variables in burnout. Sex roles, 12(7-8), 837-851. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 McCarthy, C. J., Lambert, R. G., & Ullrich, A. (Eds.). (2012). International perspectives on teacher stress.Greenwich: Information Age Publishing, Inc. McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2016). Assessing teacher appraisals and stress in the classroom: Review of the classroom appraisal of resources and demands. Educational Psychology Review, 28, 577-603. Mehrabi, M., & Radi, N. (2015). On the relationship between biographical variables and Iranian EFL teachers’ burnout and stressors. Mediterranean Journal of Social Sciences, 6(4), 543-553. Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1-10. Meurs, J. A., & Perrewé, P. L. (2011). Cognitive activation theory of stress: An integrative theoretical approach to work stress. Journal of Management, 37(4), 1043-1068. Moyano, N., Perez-Yus, M. C., Herrera-Mercadal, P., Navarro-Gil, M., Valle, S., & Montero-Marin, J. (2021). Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology, 1-14. Moyano, N., Perez-Yus, M. C., Herrera-Mercadal, P., Navarro-Gil, M., Valle, S., & Montero-Marin, J. (2023). Burned or engaged teachers? The role of mindfulness, self-efficacy, teacher and students’ relationships, and the mediating role of intrapersonal and interpersonal mindfulness. Current Psychology, 42(14), 11719-11732. Naama, E., & Lavy, S. (2022). What it takes to be caring: Resources and benefits of caring teachers in Israel. Teaching and Teacher Education, 119, 103852. Naghieh, A., Montgomery, P., Bonell, C. P., Thompson, M., & Aber, J. L. (2015). Organisational interventions for improving wellbeing and reducing work‐related stress in teachers. Cochrane database of systematic reviews, (4). Ngui, G. K., & Lay, Y. F. (2018). Investigating the effect of stress-coping abilities on stress in practicum training. The Asia-Pacific Education Researcher, 27(4), 335-343. Nguyen, L. T., Dang, V. H., & Pham, H. T. (2023). The effects of school climate on high school teacher stress and self-efficacy in Ho Chi Minh City. Educational Psychology, 43(1), 57-77. Orakcı, Ş., Yüreğilli Göksu, D., & Karagöz, S. (2023). A mixed methods study of the teachers’ self-efficacy views and their ability to improve self-efficacy beliefs during teaching. Frontiers in Psychology, 13, 1035829. Ornaghi, V., Conte, E., Cavioni, V., Farina, E., & Pepe, A. (2023). The role of teachers' socio-emotional competence in reducing burnout through increased work engagement. Frontiers in Psychology, 14, 1295365. Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of teacher burnout in middle education: School culture and self-efficacy. Studia Psychologica, 63(1), 5-23. Padilla, M. A., & Thompson, J. N. (2016). Burning out faculty at doctoral research universities. Stress and Health, 32(5), 551-558. Pang, I. W. (2012). Teacher stress in working with challenging students in Hong Kong. Educational Research for Policy and Practice, 11, 119-139. Phan, N. T. T., & Locke, T. (2015). Sources of self-efficacy of Vietnamese EFL teachers: A qualitative study. Teaching and Teacher Education, 52, 73-82. Preacher, K. J., & Selig, J. P. (2012). Advantages of Monte Carlo confidence intervals for indirect effects. Communication Methods and Measures, 6(2), 77-98. https://doi.org/10.1080/19312458.2012.679848 Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher stress: What it is, why it's important, how it can be alleviated. Theory Into Practice, 55(2), 104-111. Putwain, D. W., & von der Embse, N. P. (2019). Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology, 39(1), 51-64. Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365-378. Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model. PeerJ, 4, e2087. Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K., & Jamil, F. M. (2020). Preschool teachers’ self-efficacy, burnout, and stress in online professional development: A mixed methods approach to understand change. Journal of Early Childhood Teacher Education, 41(3), 262-283. Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of statistical software, 48, 1-36. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological monographs: General and applied, 80(1), 1. Ryan, S. V., von der Embse, N. P., Pendergast, L. L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1-11. Saber Gigasari, N., & Hassaskhah, J. (2017). The effect of social comparison tendencies on EFL teachers’ experience of burnout and instructional self-efficacy. Cogent Psychology, 4(1), 1327130. Sarıçam, H., & Sakız, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40(4), 423-437. Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career development international, 14(3), 204-220. Seifalian, M., & Derakhshan, A. (2018). The relationship between Iranian EFL teachers’ burnout and self-efficacy across English-related vs. non-English-related academic degrees. International Journal of English Language & Translation Studies, 6(2), 99-110. Shang, W. (2022). Job stress and burnout among ideological and political education teachers during the COVID-19 pandemic: A moderated mediation model. Frontiers in Psychology, 13, 1008854. Shimony, O., Malin, Y., Fogel-Grinvald, H., Gumpel, T. P., & Nahum, M. (2022). Understanding the factors affecting teachers’ burnout during the COVID-19 pandemic: A cross-sectional study. Plos one, 17(12), e0279383. Shoji, K., Cieslak, R., Smoktunowicz, E., Rogala, A., Benight, C. C., & Luszczynska, A. (2016). Associations between job burnout and self-efficacy: A meta-analysis. Anxiety, Stress, & Coping, 29(4), 367-386. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational psychology, 99(3), 611. Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and teacher education, 26(4), 1059-1069. Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038. Sloan Nichols, A., & LaPlante Sosnowsky, F. (2002). Burnout among special education teachers in self-contained cross-categorical classrooms. Teacher Education and Special Education, 25(1), 71-86. Smetackova, I., Viktorova, I., Pavlas Martanova, V., Pachova, A., Francova, V., & Stech, S. (2019). Teachers between job satisfaction and burnout syndrome: What makes difference in Czech elementary schools. Frontiers in psychology, 10, 2287. Smith, E. C., Starratt, G. K., McCrink, C. L., & Whitford, H. (2020). Teacher evaluation feedback and instructional practice self-efficacy in secondary school teachers. Educational Administration Quarterly, 56(4), 671-701. Song, M. (2022). Chinese English as Foreign Language Teachers’ Self-Efficacy and Motivation as Predictors of Burnout. Frontiers in Psychology, 13, 899687. Steinhardt, M. A., Smith Jaggars, S. E., Faulk, K. E., & Gloria, C. T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress and health, 27(5), 420-429. Tian, Y., & Guo, Y. (2024). How does transformational leadership relieve teacher burnout: the role of self-efficacy and emotional intelligence. Psychological reports, 127(2), 936-956. Tran, V. D. (2015). Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction. International Journal of Higher Education, 4(4), 147-157. Troesch, L. M., & Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389-398. Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of educational research, 78(4), 751-796. van Rooij, E. C. M., Fokkens-Bruinsma, M., & Goedhart, M. (2019). Preparing science undergraduates for a teaching career: Sources of their teacher self-efficacy. The Teacher Educator, 54(3), 270-294. Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of statistical software, 36(3), 1-48. Vieluf, S., Kunter, M., & Van de Vijver, F. J. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103. Vinoi, N., & Vishwakarma, P. (2024). Ecolabelling: a meta-analytic structural equation modelling approach. Marketing Intelligence & Planning, 42(8), 1601-1632. Von der Embse, N. P., Schoemann, A. M., Kilgus, S. P., Wicoff, M., & Bowler, M. (2017). The influence of test-based accountability policies on teacher stress and instructional practices: A moderated mediation model. Educational Psychology, 37(3), 312-331. Von der Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328-1343. Weissenfels, M., Benick, M., & Perels, F. (2021). Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?. International Journal of Educational Research, 109, 101794. Westphal, A., Kalinowski, E., Hoferichter, C. J., & Vock, M. (2022). K− 12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review. Frontiers in psychology, 13, 920326. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of educational Psychology, 82(1), 81. Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R. M., & Lian, R. (2019). Teachers' emotional intelligence and self-efficacy: Mediating role of teaching performance. Social Behavior and Personality: an international journal, 47(3), 1-10. Xu, R., & Jia, X. (2022). An investigation into Chinese EFL teachers’ self-efficacy and stress as predictors of engagement and emotional exhaustion. SAGE Open, 12(2), 21582440221093342. Xu, X., Chen, L., Yuan, Y., Xu, M., Lu, F., & Wang, Z. (2021). Perceived stress and life satisfaction among Chinese clinical nursing teachers: a moderated mediation model of burnout and emotion regulation. Frontiers in psychiatry, 12, 548339. Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in human Behavior, 64, 591-601. Yildizli, H. (2019). Structural Relationships among Teachers' Goal Orientations for Teaching, Self-Efficacy, Burnout, and Attitudes towards Teaching. Journal on Efficiency and Responsibility in Education and Science, 12(4), 111-125. Yin, H., Han, J., & Perron, B. E. (2020). Why are Chinese university teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. International Journal of Educational Research, 100, 101529. Yu, X., Wang, P., Zhai, X., Dai, H., & Yang, Q. (2015). The effect of work stress on job burnout among teachers: The mediating role of self-efficacy. Social Indicators Research, 122, 701-708. Zarrinabadi, N., Jamalvandi, B., & Rezazadeh, M. (2023). Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity. Language Teaching Research, 13621688231151787. Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational research, 86(4), 981-1015. Zhang, B. (2022). Chinese English teachers’ occupational intention during distance education: The role of burnout and job-related stress. Frontiers in Psychology, 13, 1024250. Zhao, W., Liao, X., Li, Q., Jiang, W., & Ding, W. (2022). The relationship between teacher job stress and burnout: A moderated mediation model. Frontiers in Psychology, 12, 784243. Zysberg, L., Orenshtein, C., Gimmon, E., & Robinson, R. (2017). Emotional intelligence, personality, stress, and burnout among educators. International Journal of Stress Management, 24(S1), 122. zh_TW
