http://userpage.fu-berlin.de/~health/teacher_se.

htm

Self-Efficacious Schools
A nation-wide innovative trial
with 10 schools
Schwarzer, R., & Jerusalem, M. (Eds.). (1999). Skalen zur Erfassung von Lehrerund Schlermerkmalen: Dokumentation der psychometrischen Verfahren im
Rahmen der Wissenschaftlichen Begleitung des Modellversuchs Selbstwirksame
Schulen. Berlin: Freie Universitt Berlin.
http://userpage.fu-berlin.de/~health/self/skalendoku_selbstwirksame_schulen.pdf

Teacher Self-Efficacy
Ralf Schwarzer, Gerdamarie S. Schmitz, & Gary T. Daytner, 1999

1. I am confident in my ability to be
responsive to my students needs even if I
am having a bad day.
2. If I try hard enough, I know that I can exert
a positive influence on both the personal
and academic development of my students.

Collective Teacher Self-Efficacy

Ralf Schwarzer, Gerdamarie S. Schmitz, & Gary T. Daytner, 1999

1. Our team of teachers can come up with creative ways to

improve the school environment, even without support
from others.
2. We are definitely able to accomplish something positive
at school since we are a competent team of teachers
that grows every time we are challenged.

Teacher Self-Efficacy
and Extracurricular Engagement
Extra Hours at Time 3

Self-efficacious
teachers spend
more free time
with their
students
Schmitz, G. S. & Schwarzer, R.
(2000). Selbstwirksamkeitserwartung von Lehrern:
Lngsschnittbefunde mit einem
neuen Instrument. Zeitschrift fr
Pdagogische Psychologie, 14(1),
12-25.

Women
Men

0,6
0,4
0,2
Time 2
Time 3

0
-0,2
-0,4
-0,6
-0,8
-1

W1

O1

W2

O2

W3

O3

W4

O4

W5

W6

Burnout as a job stress syndrome

Burnout is a prolonged response to chronic
emotional and interpersonal stressors on the job.
It is defined by the three dimensions of
exhaustion, cynicism, and inefficacy. The
experience can impair both personal and social
functioning, and thus contributes to a decline in
the quality of work and interpersonal
relationships (Maslach, 2001).
Christina Maslach, UC Berkeley, California

Teacher Self-Efficacy and Burnout Levels

Depersonalization Time 3

Low selfefficacious
teachers have
the highest levels
of burnout.
Schmitz & Schwarzer, 1999

Self-Efficacy
1996

-.21

-.50
Job Stress
1997

.63

Burnout
1998

Conclusions
1. Teacher self-efficacy is a useful
construct
2. Collective teacher self-efficacy
as well
3. It is a protective resource factor

References
Schmitz, G. S. (1998). Entwicklung von Selbstwirksamkeitserwartungen bei Lehrern [Developing the self-efficacy of
teachers]. Unterrichtswissenschaft, Themenheft: Selbstwirksame Schulen: Ein neuer Impuls fr die Schulreform, 2,
140-157.
Schmitz, G. S. (2001). Kann Selbstwirksamkeitserwartung Lehrer vor Burnout schtzen? Eine Lngsschnittstudie in zehn
Bundeslndern [Can perceived self-efficacy protect teachers against burnout? A longitudinal study in ten German
states]. Psychologie in Erziehung und Unterricht, 48, 49-67.
Schmitz, G. S. (2000):
Title: Zur Struktur und Dynamik der Selbstwirksamkeitserwartung von Lehrern. Ein protektiver Faktor gegen
Belastung und Burnout? Structure and Dynamics of Teacher Self-Efficacy. A Protective Factor against Strain and
Burnout?]
http://www.diss.fu-berlin.de/2000/29/
Schmitz, G. S., & Schwarzer, R. (1999). Proaktive Einstellung von Lehrern: Konstruktbeschreibung und psychometrische
Analysen. Empirische Pdagogik, 13(1), 3-27.
Schmitz, G. S., & Schwarzer, R. (2000). Selbstwirksamkeitserwartung von Lehrern: Lngsschnittbefunde mit einem neuen
Instrument [Self-efficacy of teachers: Longitudinal data using a new questionnaire]. Zeischrift fr Pdagogische
Psychologie, 14(1), 12-25.
Schmitz, G. S., & Schwarzer, R. (2002). Individuelle und kollektive Selbstwirksamkeitserwartung von Lehrern [Individual
and collective self-efficacy of teachers]. Zeitschrift fr Pdagogik, 44. Beiheft: Selbstwirksamkeit und
Motivationsprozesse in Bildungsinstitutionen, 192-214.
Scholz, U., Gutirrez-Doa, B., Sud, S., & Schwarzer, R. (2002). Is general self-efficacy a universal construct?
Psychometric findings from 25 countries. European Journal of Psychological Assessment, 18(3), 242-251.
Schwarzer, R., & Schmitz, G. S. (1999). Kollektive Selbstwirksamkeitserwartung von Lehrern. Eine Lngsschnittstudie in
zehn Bundeslndern. Zeitschrift fr Sozialpsychologie, 30(4), 262-274.
Schwarzer, R., Schmitz, G. S., & Tang, C. (2000). Teacher burnout in Hong Kong and Germany: A cross-cultural validation
of the Maslach Burnout Inventory. Anxiety, Stress, and Coping, 13(3), 309-326.
Tang, C. S. K., Au, W.-T., Schwarzer, R., & Schmitz, G. S. (2001). Mental health outcomes of job stress among Chinese
teachers: Role of stress resource factors and burnout. Journal of Organizational Behavior, 22, 887-901.

Schwarzer, R., & Luszczynska, A. (2007). Self-efficacy. In M.

Gerrard & K. D. McCaul (Eds.), Health behavior constructs:
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Schwarzer, R., & Hallum, S. (2008). Perceived teacher selfefficacy as a predictor of job stress and burnout: Mediation
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