SavedAdd your journal

Journals / İnönü Üniversitesi Eğitim Fakültesi Dergisi / 2009 / Cilt: 10 - Sayı: 2

An analysis of relations among personal variables,perceived self-efficacy and social support on burnout among Turkish EFL teachers

Enisa MADE
Pages
39–52
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
🔖

Cite This Article

MADE, E. (2022). An analysis of relations among personal variables,perceived self-efficacy and social support on burnout among Turkish EFL teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 10 - Sayı: 2, 39–52. https://ajindex.com/articles/547629

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Adams, E. (1999). Vocational teacher stress and internal characteristics. Journal of Vocational and Technical Education, 16, (1), 7-22.
  2. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman. Bivona, K. N. (2002). Teacher morale: the impact of teaching experience, workplace,conditions, and workload. (ERIC Document Reproduction Service No: ED467760). Brouwers, A. & Tomic, W. (2001). Self-efficacy in eliciting social support and burnout among secondary-school teachers. Journal of Applied Social Psychology, 31(3),1474-1491.
  3. Brouwers, A. Evers, W., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16 (2), 239-53.
  4. Byrne, B. M. (1999). The nomological network of teacher burnout: a literature review and empirically validated model. In R. Vanderberghe & A.M. Huberman (Eds.),Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 15- 37). Cambridge: Cambridge University Press.
  5. Erling, E. J. (2004).
  6. Globalization, English and the German university classroom. Unpublished PhD thesis, Freie Universität Berlin. Retrieved September 23, 2009, from http://userpage.fu-berlin.de/~berling/Final%20Draft%20pdf.pdf.
  7. Evers, W.J., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: a study of teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72(2), 227–244.
  8. Friedman, I. A. (2003). Self-efficacy and burnout in teaching: the importance of interpersonal- relations efficacy. School Psychology of Education, 6, 191-215.
  9. Friedman, I.A. & Kass, E. (2002). Teacher self-efficacy: a classroom-organization conceptualization. Teaching and Teacher Education, 18, 675–686.
  10. Friedman, I.A. (2000). Burnout in teachers: shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56(5), 595–606.
  11. Friedman, I.A. (1999a). Multiple pathways to burnout: cognitive and emotional scenarios in teacher burnout. Anxiety, Stress and Coping, 9(3), 245–260.
  12. Grau, R., Salanova, M., & Peirò, J.M. (2001). Moderator effects of self-efficacy on occupational stress. Psychology in Spain, 5(1), 63–74.
  13. Greenglass, E.R., Burke, R. J. & Konarski, R. (1997). The impact of social support on the development of burnout in teachers: examination of a model. Work and Stress, 11(3), 267- 278. Hastings, R.P. & Bham, M.S. (2003). The relationship between s