Teaching Careers: Exploring Links Between Well-Being, Burnout, Self-Efficacy and Praxis Shock

被引：42

作者：

Ballantyne, Julie ^{[1
]}

Retell, James ^{[1
]}

机构：

[1] Univ Queensland, Brisbane, Qld, Australia

来源：

FRONTIERS IN PSYCHOLOGY | 2020年 / 10卷

关键词：

teacher education; music teacher attrition; professional identities; pre-service and in-service education and training; occupational stress; MUSIC TEACHERS; IDENTITIES; INDUCTION; CONTEXTS;

D O I：

10.3389/fpsyg.2019.02255

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Burnout and attrition are issues facing many professions. In a bid to better understand this phenomenon and ways to address it, this paper explores experiences of praxis shock, well-being, burnout, and self-efficacy during teachers' careers. Regression and mediation analyses of 836 responses to a questionnaire reveal that praxis shock may occur at multiple points in a music teachers' career. Findings reveal that praxis shock predicts patterns of reported burnout, well-being and self-efficacy. This impacts on the development of productive professional identities, career satisfaction and success. Evidence is presented regarding praxis shock and its impact across a teaching career.

引用

页数：13

共 43 条

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[3]

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