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 journalArticleAcademicpeer-review

6 Citations (Scopus)

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 languageEnglish
Number of pages17
JournalProfessional Development in Education
Volume45
Issue number3
Early online date5 Sep 2018
DOIs
Publication statusPublished - Mar 2019

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