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Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout

Author

Listed:
  • Caterina Fiorilli

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Ilaria Buonomo

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Luciano Romano

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Ylenia Passiatore

    (Department of Educational Sciences, Università di Roma Tre, 00100 Rome, Italy)

  • Domenica Fioredistella Iezzi

    (Dipartimento di Ingegneria dell’Impresa, Università di Roma Tor Vergata, 00133 Rome, Italy)

  • Paolo Emilio Santoro

    (Department of Women’s, children’s and public health studies, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Rome, Italy)

  • Paula Benevene

    (Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy)

  • Alessandro Pepe

    (Department of Human Sciences, University of Milan-Bicocca, 20123 Milan, Italy)

Abstract

Teachers’ work engagement positively impacts teachers’ attitudes towards their job. Nevertheless, teachers may experience burnout during their career, which negatively impacts their professional learning opportunities. In this study we investigated the relationship between teachers’ levels of burnout, work engagement, and their confidence in in-service training in a sample of Italian teachers. We expected that burnout mediated the relationship between work engagement and teachers’ confidence in training. A total of 481 teachers completed self-report questionnaires about engagement and burnout, with an ad hoc Confidence in Training Index developed to assess their attitudes towards professional development courses. The mediation analysis confirmed that the teachers’ levels of burnout mediated the relationship between their work engagement and their confidence in in-service training. Findings suggest that teacher confidence in policies about professional training should be evaluated by taking into account their level of engagement and burnout.

Suggested Citation

  • Caterina Fiorilli & Ilaria Buonomo & Luciano Romano & Ylenia Passiatore & Domenica Fioredistella Iezzi & Paolo Emilio Santoro & Paula Benevene & Alessandro Pepe, 2020. "Teacher Confidence in Professional Training: The Predictive Roles of Engagement and Burnout," Sustainability, MDPI, vol. 12(16), pages 1-13, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6345-:d:395620
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    References listed on IDEAS

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    1. Alfredo Rodríguez-Muñoz & Ana Sanz-Vergel & Evangelia Demerouti & Arnold Bakker, 2014. "Engaged at Work and Happy at Home: A Spillover–Crossover Model," Journal of Happiness Studies, Springer, vol. 15(2), pages 271-283, April.
    2. Wilmar Schaufeli & Marisa Salanova & Vicente González-romá & Arnold Bakker, 2002. "The Measurement of Engagement and Burnout: A Two Sample Confirmatory Factor Analytic Approach," Journal of Happiness Studies, Springer, vol. 3(1), pages 71-92, March.
    3. Ome, Alejandro & Menendez, Alicia & Elise Le, Huyen, 2017. "Improving teaching quality through training: Evidence from the Caucasus," Economics of Education Review, Elsevier, vol. 61(C), pages 1-8.
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