The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement

Anna C. van der Want; Perry den Brok; Douwe Beijaard; Mieke Brekelmans; Luce C.A. Claessens; Helena J.M. Pennings

doi:10.1080/19415257.2018.1511453

The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement

Anna C. van der Want^*, Perry den Brok, Douwe Beijaard, Mieke Brekelmans, Luce C.A. Claessens, Helena J.M. Pennings

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

This study investigated the relation between teachers’ interpersonal role identity on the one hand and teachers’ self-efficacy, burnout and work engagement on the other. Data was collected using questionnaires and semi-structured and video-stimulated interviews. Results especially showed differences for self-efficacy between the teachers’ interpersonal role identities. The results indicate that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal identity standard and their appraisal of classroom situations.

Original language	English
Pages (from-to)	488-504
Number of pages	17
Journal	Professional Development in Education
Volume	45
Issue number	3
DOIs	https://doi.org/10.1080/19415257.2018.1511453
Publication status	Published - 2019

Keywords

burnout
self-efficacy
Teacher identity
work engagement

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title = "The relation between teachers{\textquoteright} interpersonal role identity and their self-efficacy, burnout and work engagement",

abstract = "This study investigated the relation between teachers{\textquoteright} interpersonal role identity on the one hand and teachers{\textquoteright} self-efficacy, burnout and work engagement on the other. Data was collected using questionnaires and semi-structured and video-stimulated interviews. Results especially showed differences for self-efficacy between the teachers{\textquoteright} interpersonal role identities. The results indicate that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal identity standard and their appraisal of classroom situations.",

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AU - Claessens, Luce C.A.

AU - Pennings, Helena J.M.

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AB - This study investigated the relation between teachers’ interpersonal role identity on the one hand and teachers’ self-efficacy, burnout and work engagement on the other. Data was collected using questionnaires and semi-structured and video-stimulated interviews. Results especially showed differences for self-efficacy between the teachers’ interpersonal role identities. The results indicate that teacher educators and coaches at schools can support (student) teachers (1) by helping them to discover and making them aware of their interpersonal identity standard and (2) by facilitating their growth towards a match between their interpersonal identity standard and their appraisal of classroom situations.

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The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement

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Keywords

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