Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic
A Study of a Group of Italian School Teachers
Bibliographic Data
| ID | 16945609 |
|---|---|
| Authors | Monica Pellerone (0000-0001-8816-8905, Università degli Studi di Enna Kore, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 2 |
| Pages | 496-512 |
| Publication date | 2021-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe11020035 |
| PMID | 34708818 |
| OpenAlex | W3171321886 |
| Language | EN |
| Citations received | 22 |
| References cited | 43 |
Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes
Anxiety · Burnout · Distress · Emotional exhaustion · Feeling · Medical education · Pandemic · Perception · Self-efficacy · Clinical Psychology · COVID-19 and Mental Health · Education Practices and Challenges · Medicine · Psychology · Psychology of Development and Education · Social Psychology
Special needs teachers in emergency remote teaching during the Covid-19 pandemic
Teacher Morale and Mental Health at the Conclusion of the Covid-19 Pandemic
The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working
Mathematics Teachers’ Encouragement of Their Students’ Metacognitive Processes
Canadian Teachers’ Emotional Experiences during Covid-19
Relational Competence, School Adjustment and Emotional Skills
Teachers' Burnout Risk During the Covid-19 Pandemic
“I couldn't do what I needed to do for my own family”
Professional Sports Trainers' Burnout in Fully Online and Blended Classes
Inner strength amidst pandemic
Communicating for workplace connection
The multifaceted challenges of teaching from home
Elementary teacher self‐efficacy after a year of teaching during Covid‐19
Primary school teachers' emotions, implicit beliefs, and self-efficacy during the Covid-19 pandemic
Teachers’ emotional exhaustion relates to students’ well-being during the Covid-19 pandemic
Well-being Assets
Teachers’ emotional exhaustion and job satisfaction
Teachers’ emotional exhaustion during the Covid-19 pandemic
Nonlinearity in innovative work behavior in educational systems
Could you love your job again? Organisational factors to recover teacher enchantment
Teaching during a Pandemic
Teachers’ Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Injecting Charter School Best Practices into Traditional Public Schools
Suspending Classes Without Stopping Learning
Supporting Teachers in Times of Change
The Effectiveness of Online and Blended Learning
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
School closure and management practices during coronavirus outbreaks including Covid-19
Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course
Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the Covid-19 pandemic
Burnout and Self-Perceived Instructional Competence
Competence Measurement in (Mathematics) Teacher Education and Beyond
Teacher self-efficacy and teacher burnout
Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching
Factors Contributing to Teacher Burnout During Covid-19
The measurement of experienced burnout
Teacher efficacy
Teacher Beliefs About Training in Testing and Measurement
| Citations per year | 4.4 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |