Burnout and self‐efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands
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Background In the Netherlands, secondary education has seen radical changes that originated with the national authorities, including the Study-home system, a pupil-centred approach in which teachers help develop pupils' independent working and creative thinking in order to get them to take responsibility for their own academic achievements. As educational innovations are more often than not accompanied by stress, the present study focuses on the onset of burnout among teachers who recently implemented this innovative system in the Netherlands. Aims To test hypotheses that the extent to which teachers have a negative attitude towards the new instructional practices relates positively to their level of burnout, and that their self-efficacy beliefs regarding implementation of the practices and coping with stress involved in this relate negatively to their burnout levels. Sample A random sample of 490 teachers employed in the Study-home system participated in this study. Methods Three questionnaires were used. The Dutch version of the Maslach Burnout Inventory for teachers (Schaufeli & Van Horn, 1995) was used to assess the teachers' burnout level. Second, a specially developed self-efficacy questionnaire relating to the domains of: (1) guiding groups of students using the principle of differentiation, (2) involving pupils with tasks and (3) use of innovative educational practices. Last, a questionnaire on the teachers' attitudes concerning the usefulness and effectiveness of the…
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The study does not clarify the unique effect of personal accomplishment relative to similar constructs like teacher self-efficacy.
“it fails to provide additional information about the unique effect of personal accomplishment compared to other similar yet different constructs, such as teacher self-efficacy (Evers, Brouwers, & Tomic, 2002; Savas, Bozgeyik, & Eser, 2014).”
From Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes (2017) · cites this paper as Evers, Brouwers, & Tomic, 2002
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- Authors
- Evers, W. J. G., Brouwers, A., & Tomic, W.
- Affiliations
- Open University of the Netherlands (NL)
- Corresponding author
- Tomic, Welko
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2002-06
- Volume
- 72
- Issue
- 2
- Pages
- 227-243
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W2154450766
- Cited by
- 482
- References
- 2
- Citations by year
- 2026: 10 · 2025: 14 · 2024: 17 · 2023: 29 · 2022: 19 · 2021: 22 · 2020: 33 · 2019: 31 · 2018: 29 · 2017: 28 · 2016: 29 · 2015: 26 · 2014: 34 · 2013: 31 · 2012: 25
- FWCI
- 10.28
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- British Journal of Educational Psychology (publishedVersion)
- PubMed (publishedVersion)
- DSpace (Open University in the Netherlands) (publishedVersion)
- DSpace (Open University in the Netherlands) (submittedVersion, other-oa)
- DSpace (Open University in the Netherlands) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher burnout, teacher self-efficacy, educational innovation, teacher attitudes, depersonalization, emotional exhaustion, personal accomplishment, secondary education, differentiated instruction, stress coping
- MeSH terms
- Adolescent, Adult, Attitude, Burnout, Professional, Curriculum, Educational Status, Female, Humans, Internal-External Control, Male, Middle Aged, Netherlands, Teaching, Self Efficacy
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