A longitudinal study of teacher burnout and perceived self-efficacy in classroom management

This study examined the direction and time-frame of relationships between p erceived self-efficacy in classroom management and the three dimensions of burnout among 243 secondary school teachers. Structural equation modeling ( SEM) analyses indicated that perceived self-efficacy had a longitudinal eff ect on depersonalization and a synchronous effect on personal accomplishmen t. However, the direction was reversed for the relationship between perceiv ed self-efficacy and emotional exhaustion; the time frame was synchronous. It was concluded that perceived self-efficacy in classroom management must be taken into consideration when devising interventions both to prevent and to treat burnout among secondary school teachers. (C) 2000 Elsevier Scienc e Ltd. All rights reserved.