Pikić Jugović, Ivana and Marušić, Iris and Matić Bojić, Jelena (2025) Early career teachers’ social and emotional competencies, self-efficacy and burnout: a mediation model. BMC psychology, 13. pp. 1-14. ISSN 2050-7283 8 (Online)
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Abstract
IN ENGLISH: Teacher well-being has increasingly become a prominent research topic due to its significant impact on various teacher and student outcomes. This focus is particularly crucial for early career teachers, who often encounter numerous challenges at the beginning of their careers, leading to elevated levels of stress and burnout. Our study aimed to examine the relationship between social and emotional competencies and burnout of early career teachers and the potential mediating role of teacher self-efficacy in this relationship. A total of 657 Croatian subject teachers with up to 5 years of experience participated in the study. Structural equation modelling was implemented to test models of hypothesised relations for the overall burnout as a dependent variable and for each burnout dimension: exhaustion, mental distance, cognitive impairment, and emotional impairment. Tested models singled out self-management and social awareness as two social and emotional competencies that are, along with teacher self-efficacy, particularly predictive of burnout. Self-management predicted lower overall burnout and teacher self-efficacy partially mediated this relationship. Social awareness also predicted lower burnout in teachers, but this relationship was fully mediated by teacher self-efficacy. Early career teachers who are better at managing and motivating themselves, who are socially aware and behave more prosocially were feeling more efficacious as teachers and, subsequently, displayed fewer symptoms of burnout. At the level of burnout dimensions, the overall pattern of relations was mainly retained, indicating that self-management and social awareness are particularly predictive of the four burnout dimensions and that self-efficacy plays a mediating role, either partially or fully, in this relationship. Our findings are especially important in light of the knowledge about early years in teaching being a critical period for teacher career development. They suggest that new teachers could benefit from well-structured mentoring and induction programs designed to ease their transition into schools and foster their well-being in the initial years of teaching. --------------- IN CROATIAN: Dobrobit učitelja postala je istaknuta tema istraživanja zbog značajnog utjecaja na različite ishode kod učitelja i učenika. Radi se o posebno važnoj temi za učitelje u ranoj fazi karijere, koji se često susreću s brojnim izazovima na početku rada, što dovodi do povišenih razina stresa i sagorijevanja. Cilj ovog istraživanja bio je ispitati odnos između socio-emocionalnih kompetencija i sagorijevanja učitelja u ranoj fazi karijere te potencijalnu medijacijsku ulogu učiteljske samoefikasnosti u tom odnosu. U istraživanju je sudjelovalo ukupno 657 hrvatskih učitelja predmetne nastave s do 5 godina radnog iskustva. Modeliranje strukturnim jednadžbama provedeno je kako bi se testirali modeli odnosa za ukupno sagorijevanje kao zavisnu varijablu i za svaku dimenziju sagorijevanja posebno: iscrpljenost, mentalno distanciranje, narušeno kognitivno funkcioniranje i narušeno emocionalno funkcioniranje. Testirani modeli izdvajaju upravljanje sobom i svijest o drugima kao dvije socio-emocionalne kompetencije koje su, uz samoefikasnost učitelja, posebno prediktivne za sagorijevanje. Upravljanje sobom je predvidjelo niže ukupno sagorijevanje, a samoefikasnost učitelja djelomično je posredovala u ovom odnosu. Svijest o drugima također je predviđala manje sagorijevanje kod učitelja, ali ovaj je odnos u potpunosti bio posredovan samoefikasnošću učitelja. Učitelji u ranoj fazi karijere koji su bolji u upravljanju i motiviranju samih sebe, koji su društveno osviješteni i ponašaju se prosocijalnije, osjećali su se učinkovitijima kao učitelji i, posljedično, pokazivali manje simptoma sagorijevanja. Na razini dimenzija sagorijevanja, opći obrazac odnosa uglavnom je zadržan, što ukazuje da su upravljanje sobom i svijest o drugima posebno prediktivni za četiri dimenzije sagorijevanja i da samoefikasnost ima ulogu medijatora, bilo djelomičnog ili potpunog, u ovom odnosu. Ovi nalazi su posebno važni u svjetlu saznanja da su rane godine u nastavi kritično razdoblje za razvoj karijere učitelja. Sugeriraju da bi novi učitelji mogli imati koristi od dobro strukturiranog mentorstva i uvodnih programa osmišljenih da im olakšaju prijelaz u škole i potaknu njihovu dobrobit u prvim godinama poučavanja.
| Item Type: | Article |
|---|---|
| Additional Information: | Language: English. - Title in Croatian: Socio-emocionalne kompetencije, samoefikasnost i sagorijevanje učitelja u ranoj fazi karijere: medijacijski model. - Article number: 9. |
| Uncontrolled Keywords: | Burnout, social and emotional competencies, self-efficacy, early career teachers (sagorijevanje, socio-emocionalne kompetencije, samoefikasnost, učitelji u ranoj fazi karijere) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Depositing User: | Karolina |
| Date Deposited: | 07 Jan 2025 11:28 |
| Last Modified: | 07 Jan 2025 11:28 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/1195 |
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