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

Caterina Fiorilli, Ilaria Buonomo, Luciano Romano, Ylenia Passiatore, Domenica Fioredistella Iezzi, Paolo Emilio Santoro, Paula Benevene and Alessandro Pepe
Additional contact information
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

Sustainability, 2020, vol. 12, issue 16, 1-13

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.

Keywords: work engagement; burnout; professional development; school teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:16:p:6345-:d:395620

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