Abstract
The aim of the present study is to investigate early career teachers’ professional agency in the classroom. In addition, the association between early career teachers’ professional agency in the classroom and the burnout they experienced was examined. In this study, 779 early career teachers, teaching in primary and junior secondary schools in China, responded to the study survey in 2021. The Mplus statistical package (version 8.4) was used to conduct the analysis and the data were analyzed using structural equation modeling. The results indicated that early career teachers’ professional agency in the classroom consists of three elements: motivation, self-efficacy beliefs, and skills to manage new learning, which entails building a collaborative environment by transforming teaching practices and reflection in the classroom. The results also showed that early career teachers’ professional agency in the classroom was negatively related to their burnout.
| Original language | English |
|---|---|
| Article number | 1412446 |
| Journal | Frontiers in Psychology |
| Volume | 15 |
| DOIs | |
| Publication status | Published - 2024 |
| Publication type | A1 Journal article-refereed |
Funding
The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This work was supported by the Chinese Scholarship Council and the Academy of Finland grant number 326647.
| Funders | Funder number |
|---|---|
| China Scholarship Council | |
| Research Council of Finland | 326647 |
Keywords
- Chinese context
- professional agency
- structural equation modeling
- teacher burnout
- teacher learning
Publication forum classification
- Publication forum level 1
ASJC Scopus subject areas
- General Psychology