Development of the teacher self-concept evaluation scale and its relation to burnout

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      Self-efficacy is associated with job satisfaction in primary and secondary teachers from China (Huang et al., 2021; Pas & Bradshaw, 2014) and self-esteem (Hong et al., 1999). Teachers who feel more confident in their self-concept, a construct close to self-efficacy (Bong & Skaalvik, 2003), are much less exposed to stress and burnout (Villa & Calvete, 2001). High levels of confidence in one's own abilities are associated with feeling capable of guiding one's students and adopting successful teaching practices in pre-service science teachers (Czerniak & Schriver, 1994) and primary school teachers (Ginns & Watters, 1996), as well as with feeling high job satisfaction in full-time, employed teachers (Duffy & Lent, 2009).

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      Attitudes and self-evaluation beliefs concerning work activities, self-accomplishment in professional environments and organization-based self-esteem, all negatively correlate with depression and aggravation of physical symptoms.23 Menopause is associated with both depression and aggravation of physical symptoms, which will impact on job satisfaction, organizational skills, affective commitment, and job involvement.24 Given the increasing number of menopausal FPVUs, it seems important to create such scale, aiming at an early identification of those who seek specific work-related health support.

    • The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes

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      In addition to focusing on the links between EFL teachers’ achievement goals and their feedback seeking behavior, this study further aimed to explore the links between teachers’ achievements goals and the level of their emotional exhaustion. Emotional exhaustion described as the exhaustion of energy resources (Maslach & Jackson, 1986; Villa & Calvete, 2001) is perceived to be a major dimension of the concept of burnout (Cano-García, Padilla-Muñoz, & Carrasco-Ortiz, 2005; Hakanen, Bakker, & Schaufeli, 2006) defined as “a syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment” (Skaalvik & Skaalvik, 2010, p. 1060). Previous research has linked teacher burnout with a host of undesirable outcomes such as depression, job attrition, turnover, and lower quality instructional practices (Califf & Brooks, 2020; Klusmann, Kunter, Trautwein, & Baumert, 2006; O’Brien, Goddard, & Keeffe, 2008).

    • Teachers’ burnout: A SEM analysis in an Asian context

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      TSC was defined as teachers’ perception of the evaluation of the effectiveness of instructional activities (Yeung et al., 2014). Teachers with negative TSC can have an emotional problem or stress (Villa and Calvete, 2001), which might cause burnout. Some empirical researchers have investigated the correlation between TSC and burnout (e.g. Friedman and Farber, 1992; Rad and Nasir, 2010; Villa and Calvete, 2001).

    • Developing and validating three measures of possible language teacher selves

      2019, Studies in Educational Evaluation
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      Although this motivational function of possible selves has been challenged by a number of studies arguing that learners’ Ideal L2 selves fail to greatly affect learners’ motivated behavior unless they are accompanied by appropriate procedural strategies (Papi and Abdollahzadeh, 2012) and that L2 motivational self-system is not a strong predictor of objective measures (Al-Hoorie, 2018), numerous recent studies have adopted Dörnyei's (2005) L2 Motivational Self System to investigate learners’ motivation (e.g., Huang, Hsu, & Chen, 2015; Islam, Lamb, & Chambers, 2013). Possible selves theory has increasingly engaged the attention of researchers in mainstream teacher education as well (e.g., Hamman et al., 2012; Dalioglu & Adiguzel, 2016; Miller & Shifflet, 2016; Roshandel & Hudley, 2018; Tangen & Beutel, 2017). As the informational and motivational functions of possible selves assist teachers in regulating their behaviors toward their identity-relevant goals, teacher education programs can influence teachers’ professional identities and learning-to-teach behaviors by encouraging teachers to think about their future self-images (Hamman et al., 2012).

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