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http://userpage.fu-berlin.de/~health/teacher_se.htm
Self-Efficacious Schools
A nation-wide innovative trial
with 10 schools
Schwarzer, R., & Jerusalem, M. (Eds.). (1999). Skalen zur Erfassung von Lehrerund Schülermerkmalen: Dokumentation der psychometrischen Verfahren im
Rahmen der Wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame
Schulen. Berlin: Freie Universität Berlin.
http://userpage.fu-berlin.de/~health/self/skalendoku_selbstwirksame_schulen.pdf
Teacher Self-Efficacy
Ralf Schwarzer, Gerdamarie S. Schmitz, & Gary T. Daytner, 1999
1. I am confident in my ability to be responsive
to my students‘ needs even if I am having a
bad day.
2. If I try hard enough, I know that I can exert
a positive influence on both the personal
and academic development of my students.
Collective Teacher Self-Efficacy
Ralf Schwarzer, Gerdamarie S. Schmitz, & Gary T. Daytner, 1999
1. Our team of teachers can come up with creative ways to
improve the school environment, even without support
from others.
2. We are definitely able to accomplish something positive
at school since we are a competent team of teachers
that grows every time we are challenged.
Teacher Self-Efficacy
and Extracurricular Engagement
4,5
4
3,5
Self-efficacious 3
teachers spend 2,5
more free time
2
with their
1,5
students
1
0,5
Schmitz, G. S. & Schwarzer, R.
0
(2000). Selbstwirksamkeitserwartung von Lehrern:
Längsschnittbefunde mit einem
neuen Instrument. Zeitschrift für
Pädagogische Psychologie, 14(1),
12-25.
Extra Hours at Time 3
low
medium
Self-Efficacy Time 1
high
Women
Men
0,6
0,4
0,2
Time 2
Time 3
0
-0,2
-0,4
-0,6
-0,8
-1
W1
O1
W2
O2
W3
O3
W4
O4
W5
W6
Burnout as a job stress syndrome
Burnout is a prolonged response to chronic
emotional and interpersonal stressors on the job.
It is defined by the three dimensions of
exhaustion, cynicism, and inefficacy. The
experience can impair both personal and social
functioning, and thus contributes to a decline in
the quality of work and interpersonal
relationships (Maslach, 2001).
Christina Maslach, UC Berkeley, California
Teacher Self-Efficacy and Burnout Levels
Depersonalization Time 3
2
1,5
1
Low selfefficacious
teachers have 0,5
the highest levels
0
of burnout.
Schmitz & Schwarzer, 1999
low
medium
self-efficacy
high
Individual
Collective
.94
Individual
.67
Collective
.97
.65
.28
.84
SelfEfficacy 2
SelfEfficacy 4
0
-.78
–.16
-.26
.30
.62
Burnout 2
.67
Exhaustion
Burnout 4
.86
Depersonalization
.66
Exhaustion
.85
Depersonalization
Self-Efficacy
1996
-.21
-.50
Job Stress
1997
.63
Burnout
1998
Conclusions
1. Teacher self-efficacy is a useful
construct
2. Collective teacher self-efficacy
as well
3. It is a protective resource factor
References
Schmitz, G. S. (1998). Entwicklung von Selbstwirksamkeitserwartungen bei Lehrern [Developing the self-efficacy of
teachers]. Unterrichtswissenschaft, Themenheft: Selbstwirksame Schulen: Ein neuer Impuls für die Schulreform, 2,
140-157.
Schmitz, G. S. (2001). Kann Selbstwirksamkeitserwartung Lehrer vor Burnout schützen? Eine Längsschnittstudie in zehn
Bundesländern [Can perceived self-efficacy protect teachers against burnout? A longitudinal study in ten German
states]. Psychologie in Erziehung und Unterricht, 48, 49-67.
Schmitz, G. S. (2000):
Title: Zur Struktur und Dynamik der Selbstwirksamkeitserwartung von Lehrern. Ein protektiver Faktor gegen Belastung
und Burnout? Structure and Dynamics of Teacher Self-Efficacy. A Protective Factor against Strain and Burnout?]
http://www.diss.fu-berlin.de/2000/29/
Schmitz, G. S., & Schwarzer, R. (1999). Proaktive Einstellung von Lehrern: Konstruktbeschreibung und psychometrische
Analysen. Empirische Pädagogik, 13(1), 3-27.
Schmitz, G. S., & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen
Instrument [Self-efficacy of teachers: Longitudinal data using a new questionnaire]. Zeischrift für Pädagogische
Psychologie, 14(1), 12-25.
Schmitz, G. S., & Schwarzer, R. (2002). Individuelle und kollektive Selbstwirksamkeitserwartung von Lehrern [Individual and
collective self-efficacy of teachers]. Zeitschrift für Pädagogik, 44. Beiheft: Selbstwirksamkeit und Motivationsprozesse
in Bildungsinstitutionen, 192-214.
Scholz, U., Gutiérrez-Doña, B., Sud, S., & Schwarzer, R. (2002). Is general self-efficacy a universal construct?
Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242-251.
Schwarzer, R., & Schmitz, G. S. (1999). Kollektive Selbstwirksamkeitserwartung von Lehrern. Eine Längsschnittstudie in
zehn Bundesländern. Zeitschrift für Sozialpsychologie, 30(4), 262-274.
Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation
of the Maslach Burnout Inventory. Anxiety, Stress, and Coping, 13(3), 309-326.
Tang, C. S. K., Au, W.-T., Schwarzer, R., & Schmitz, G. S. (2001). Mental health outcomes of job stress among Chinese
teachers: Role of stress resource factors and burnout. Journal of Organizational Behavior, 22, 887-901.
Schwarzer, R., & Luszczynska, A. (2007). Self-efficacy. In M.
Gerrard & K. D. McCaul (Eds.), Health behavior constructs:
Theory, measurement, and research. National Cancer Institute
Website.
Schwarzer, R., & Hallum, S. (2008). Perceived teacher selfefficacy as a predictor of job stress and burnout: Mediation
analyses. Applied Psychology: An International Review. Special
Issue: Health and Well-Being, 57, 152-171.
http://userpage.fu-berlin.de/~health/self/selfeff_public.htm