Exploring the association between teachers' perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation

Costas N. Tsouloupas, Russell L. Carson, Russell Matthews, Matthew J. Grawitch, Larissa K. Barber

Research output: Contribution to journalArticlepeer-review

180 Citations (Scopus)

Abstract

The purpose of this study is to examine the relationship between teachers' perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling student misbehaviour) and emotion regulation in this relationship. Additionally, we examined teacher turnover intentions in relation to emotional exhaustion. Data were collected from 610 elementary, middle- and high-school teachers using an online survey. Results indicate that despite the significant direct effect between the two emotion regulation strategies (cognitive reappraisal, expressive suppression) on emotional exhaustion, both strategies failed to show a mediating effect between perceived student misbehaviour and emotional exhaustion. However, teacher efficacy in handling student misbehaviour was found to mediate the relationship between perceived student misbehaviour and emotional exhaustion. In turn, a significant relationship was found between emotional exhaustion and turnover intentions. Furthermore, teacher perception of student misbehaviour was found to have a considerable indirect effect on teacher turnover intentions. Findings signify the importance of developing strategies that enhance teachers' situation-specific efficacy beliefs.

Original languageEnglish
Pages (from-to)173-189
Number of pages17
JournalEducational Psychology
Volume30
Issue number2
DOIs
Publication statusPublished - Mar 2010

Keywords

  • Belief
  • Emotional
  • Problem behaviour
  • Teacher burnout
  • Teaching efficacy

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