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Beitrag 127.1

To be confident in teachers' professional training: the predictive role of engagement and burnout


Work engagement is a positive work-related state characterized by vigor, dedication, and absorption towards job (Bakker & Schaufeli, 2015). Job Demands–Resources model (Xanthopoulou et al., 2007) showed that the more teachers are engaged in their work, the more they efficiently face job demands. Effectively, while job demand leads to burnout, job resources leads to engagement. As recently confirmed in an Italian study, indeed, engagement and burnout are inversely linked (Fiorilli et al., 2015). In-service training promotion is a main job resource to enhance teachers' engagement and promote professional development in teachers (Bakker & Schaufeli, 2015). Nevertheless, few studies have analyzed if specific work conditions (i.e., burnout and engagement) influence teachers’ attitude toward training.

A sample of 481 teachers (female=89%) aged 22 to 66 years (M=46.91; SD=8.72) were recruited. Three self-report questionnaires were administered. The Copenhagen Burnout Inventory (CBI) (Kristensen et al., 2005) (Alpha=.72 to .90). The Utrecht Work Engagement (UWE) (Schaufeli et al., 2005) (Alpha=.87 to .92). The Questionnaire of Confidence in Training (QCT) (Fiorilli, 2018 in press) (Alpha=.81).

We ran a four-step hierarchical regression analysis by including social-demographic variables and year of teaching career. Findings showed that both engagement and burnout had an incremental effect in predicting confidence in professional training: more specifically, the confidence increased when engagement was high (F(6,474)=16.131, p=.000, R2=.170, ΔR2=.139) and decreased when taking into account high burnout levels (F(9,471)=14.684, p=.000, R2=.219, ΔR2=.050).

Our results may help to inform school supervisors about the circumstances in which teachers' burnout may lead to negative effects: on one way, by reducing their engagement and motivation toward their work; on the other, by reducing their belief in professional training as a mean to enhance their professional abilities (e.g., Gorozidis & Papaioannou, 2014). Specifically, results suggest that in-service training is not enough to counteract teachers' burnout risks whether teachers' confidence in their training is not analyzed.



Airila, A., Hakanen, J. J., Schaufeli, W. B., Luukkonen, R., Punakallio, A., & Lusa, S. (2014). Are job and personal resources associated with work ability 10 years later? The mediating role of work engagement. Work & Stress, 28(1), 87-105.

Bakker, A. & Schaufeli, W.B. (2015). Work Engagement. Wiley Encyclopedia of Management.

Fiorilli, C., De Stasio, S., Benevene, P., Fiezzi, F.S., Pepe, A., & Albanese, O. (2015). Copenhagen Burnout Inventory (CBI): A validation study in an Italian teacher group. TPM: Testing, Psychometrics, Methodology in Applied Psychology, 22(4).

Gorozidis, G. & Papaioannou, A. G. (2014). Teachers' motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1-11.

Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International journal of stress management, 14(2), 121.