Direct and indirect effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion, a randomized controlled trial
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Publication date
2018-11-01
Authors
Hoogendijk, Kirsten
Tick, Nouchka T.
Hofman, W. H.A.
Holland, J. G.
Severiens, S. E.
Vuijk, P.
van Veen, A.F.D.
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Document Type
Article
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taverne
Abstract
The effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion related to students with externalizing problem behaviour were investigated using an RCT-design. 103 teachers were randomly assigned to an intervention or control condition and followed during a school-year. Data were collected at three time-points. Self-efficacy for instructional strategies improved at post-test and emotional exhaustion decreased at follow-up as a result of Key2Teach. Self-efficacy did not mediate the effect on emotional exhaustion. The effect of Key2Teach on self-efficacy concerning student engagement and classroom management was mediated by an increase in closeness. Implications for research and practice are discussed.
Keywords
Burnout, Key2Teach, Mediation, Teacher-focused coaching intervention, Teacher-student relationship, Teachers’ sense of self-efficacy, Taverne, Education
Citation
Hoogendijk, C, Tick, N T, Hofman, W H A, Holland, J G, Severiens, S E, Vuijk, P & van Veen, A F D 2018, 'Direct and indirect effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion, a randomized controlled trial', Teaching and Teacher Education, vol. 76, pp. 1-13. https://doi.org/10.1016/j.tate.2018.07.014