Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout
Abstract
1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Procedure
2.3. Measures
2.4. Strategy of Data Analyses
3. Results
3.1. Descriptive Statistics and Zero-Order Correlations among Teachers’ Engagement, Burnout, and Confidence in Training
3.2. Mediation Analysis Results
4. Discussion
Between Teachers’ Engagement and Confidence in Training: The Dramatic Impact of Burnout
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
1. (En.) | they didn’t help me to change my attitudes and styles of teaching (reverse) |
1. (It.) | non hanno contribuito a cambiare le mie abitudini e stili di insegnamento |
2. (En.) | they made me feel less motivated about teaching (reverse) |
2. (It.) | hanno peggiorato la mia motivazione verso la scuola |
3. (En.) | they disappointed me because they fell short of my expectations (reverse) |
3. (It.) | mi hanno deluso perché al di sotto delle aspettative |
4. (Eng.) | they enabled me to discover new topics |
4. (It.) | mi hanno permesso di conoscere nuovi temi |
5. (En.) | they enabled me to try out new things in the classroom |
5. (It.) | mi hanno permesso di sperimentare nuove cose in aula |
6. (En.) | they increased my confidence in my own competencies |
6. (It.) | hanno aumentato la mia fiducia sulle mie competenze |
7. (En.) | they made me feel like giving up this job (reverse) |
7. (It.) | mi hanno fatto venir voglia di abbandonare il lavoro |
8. (En.) | I felt a sense of helplessness about all there is to be done at school (reverse) |
8. (It.) | ho provato una sensazione di impotenza rispetto a quanto c’è da fare a scuola |
9. (En.) | I thought that I would never attend such demanding courses again (reverse) |
9. (It.) | ho pensato che non avrei più seguito corsi così impegnativi |
10. (En.) | I found them too theoretical and distant from educational practice (reverse) |
10. (It.) | troppo teorici e distanti dalla pratica educativa |
11. (En.) | I found it difficult to apply the course contents with my students (reverse) |
11. (It.) | ho avuto difficoltà ad applicare con gli studenti ciò che ho ascoltato |
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Vigor (%) | Dedication (%) | Absorption (%) | |
---|---|---|---|
Very low | 7.1 | 1.7 | 2.1 |
Low | 8.7 | 5.2 | 4.8 |
Average | 43.5 | 29.3 | 28.7 |
High | 30.4 | 32.2 | 37.0 |
Very high | 10.4 | 31.6 | 27.4 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | |
---|---|---|---|---|---|---|---|
1. Personal burnout | 1 | ||||||
2. Work-related burnout | 0.83 ** | 1 | |||||
3. Student-related burnout | 0.63 ** | 0.73 ** | 1 | ||||
4. Vigor | −0.46 ** | −0.52 | −0.51 ** | 1 | |||
5. Dedication | −0.42 ** | −0.48 ** | −0.52 ** | 0.83 ** | 1 | ||
6. Absorption | −0.24 ** | −0.30 ** | −0.34 ** | 0.81 ** | 0.78 ** | 1 | |
7. Confidence in Training | −0.34 ** | −0.38 ** | −0.39 ** | 0.36 ** | 0.36 ** | 0.26 ** | 1 |
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Fiorilli, C.; Buonomo, I.; Romano, L.; Passiatore, Y.; Iezzi, D.F.; Santoro, P.E.; Benevene, P.; Pepe, A. Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout. Sustainability 2020, 12, 6345. https://doi.org/10.3390/su12166345
Fiorilli C, Buonomo I, Romano L, Passiatore Y, Iezzi DF, Santoro PE, Benevene P, Pepe A. Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout. Sustainability. 2020; 12(16):6345. https://doi.org/10.3390/su12166345
Chicago/Turabian StyleFiorilli, Caterina, Ilaria Buonomo, Luciano Romano, Ylenia Passiatore, Domenica Fioredistella Iezzi, Paolo Emilio Santoro, Paula Benevene, and Alessandro Pepe. 2020. "Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout" Sustainability 12, no. 16: 6345. https://doi.org/10.3390/su12166345
APA StyleFiorilli, C., Buonomo, I., Romano, L., Passiatore, Y., Iezzi, D. F., Santoro, P. E., Benevene, P., & Pepe, A. (2020). Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout. Sustainability, 12(16), 6345. https://doi.org/10.3390/su12166345