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Cited by 71Teacher Education and Leadership StudiesStress and Burnout ResearchTeacher Professional Development and Motivation

The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement

Open access
van der Want, Anna C., den Brok, Perry, Beijaard, Douwe, Brekelmans, Mieke, Claessens, Luce C. A., Pennings, Helena J. M.·2019·Professional Development in Education
DOI 10.1080/19415257.2018.1511453
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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.

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  • Factors thought to influence teachers in the knowledge reflection process are teacher self-efficacy, trust, and work engagement.

    “Factors that are thought to influence teachers in the knowledge reflection process are teacher self-efficacy (Want et al., 2019), trust (Osifo, 2016), and work engagement (Drewniak & Karaszewski, 2016; Engelbrecht, Heine & Mahembe, 2017; Men, 2015).”

    From Influence of the Principal's Digital Leadership on the Reflective Practices of Vocational Teachers Mediated by Trust, Self Efficacy, and Work Engagement (2020) · cites this paper as Want et al., 2019

    Section 2.1 describes teacher self-efficacy as relevant to professional identity and teaching, and section 7.1 reports an association with teachers’ interpersonal role identity. Neither section establishes that self-efficacy influences a knowledge reflection process; the other factors in the citing sentence have different citations and are not attributed to this paper. (LLM, conf=0.76)

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Cited by

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Authors
van der Want, A. C., den Brok, P., Beijaard, D., Brekelmans, M., Claessens, L. C. A., & Pennings, H. J. M.
Affiliations
  • ICLON Leiden University Graduate School of Teaching, Leiden University, Leiden, The Netherlands
  • Education and Learning Sciences (ELS), Wageningen University and Research (WUR), Wageningen, The Netherlands
  • Eindhoven University of Technology (NL)
  • Utrecht University (NL)
ORCID
Venue
Professional Development in Education
Publisher
Informa UK Limited
Published
2018-09-05
Volume
45
Issue
3
Pages
488-504
ISSN
  • 1941-5257 (ISSN-L)
  • 1941-5265
DOI
10.1080/19415257.2018.1511453
OpenAlex
W2890650675
Cited by
71
References
3
Citations by year
2026: 7 · 2025: 12 · 2024: 11 · 2023: 8 · 2022: 4 · 2021: 25 · 2020: 3 · 2019: 1
FWCI
23.57
Type
journal article
Language
en
Open access
Licence
cc-by-nc-nd
Locations
  • Professional Development in Education (publishedVersion, cc-by-nc-nd)
  • TU/e Research Portal (publishedVersion, other-oa)
  • Socio-Environmental Systems Modeling (acceptedVersion, cc-by-nc-nd)
  • TU/e Research Portal (submittedVersion)
  • Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
  • TU/e Research Portal (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, cc-by-nc-nd)
Funders
Netherlands Organisation for Scientific Research (NWO/PROO 411-07-360)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
self-efficacy, teacher burnout, work engagement, teacher educators, school coaches, pre-service teachers, identity standards, teacher professional development

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