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Sustainability
Volume 12
Issue 16
10.3390/su12166345
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Article

Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout

by
Caterina Fiorilli
1,*,
Ilaria Buonomo
1,
Luciano Romano
1,
Ylenia Passiatore
2,
Domenica Fioredistella Iezzi
3,
Paolo Emilio Santoro
4,
Paula Benevene
1 and
Alessandro Pepe
5
1
Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy
2
Department of Educational Sciences, Università di Roma Tre, 00100 Rome, Italy
3
Dipartimento di Ingegneria dell’Impresa, Università di Roma Tor Vergata, 00133 Rome, Italy
4
Department of Women’s, children’s and public health studies, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Rome, Italy
5
Department of Human Sciences, University of Milan-Bicocca, 20123 Milan, Italy
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(16), 6345; https://doi.org/10.3390/su12166345
Submission received: 23 June 2020 / Revised: 31 July 2020 / Accepted: 1 August 2020 / Published: 6 August 2020
(This article belongs to the Special Issue Intellectual Capital and Sustainability)
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Abstract

Teachers’ work engagement positively impacts teachers’ attitudes towards their job. Nevertheless, teachers may experience burnout during their career, which negatively impacts their professional learning opportunities. In this study we investigated the relationship between teachers’ levels of burnout, work engagement, and their confidence in in-service training in a sample of Italian teachers. We expected that burnout mediated the relationship between work engagement and teachers’ confidence in training. A total of 481 teachers completed self-report questionnaires about engagement and burnout, with an ad hoc Confidence in Training Index developed to assess their attitudes towards professional development courses. The mediation analysis confirmed that the teachers’ levels of burnout mediated the relationship between their work engagement and their confidence in in-service training. Findings suggest that teacher confidence in policies about professional training should be evaluated by taking into account their level of engagement and burnout.
Keywords: work engagement; burnout; professional development; school teachers work engagement; burnout; professional development; school teachers

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MDPI and ACS Style

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

AMA Style

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 Style

Fiorilli, 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 Style

Fiorilli, 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

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