The effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion related to students with externalizing problem behaviour were investigated using an RCT-design. 103 teachers were randomly assigned to an intervention or control condition and followed during a school-year. Data were collected at three time-points. Self-efficacy for instructional strategies improved at post-test and emotional exhaustion decreased at follow-up as a result of Key2Teach. Self-efficacy did not mediate the effect on emotional exhaustion. The effect of Key2Teach on self-efficacy concerning student engagement and classroom management was mediated by an increase in closeness. Implications for research and practice are discussed.

Additional Metadata
Keywords Burnout, Key2Teach, Mediation, Teacher-focused coaching intervention, Teacher-student relationship, Teachers’ sense of self-efficacy
Persistent URL dx.doi.org/10.1016/j.tate.2018.07.014, hdl.handle.net/1765/109849
Journal Teaching and Teacher Education
Citation
Hoogendijk, C. (C.), Tick, N.T, Hofman, W.H.A, Holland, J.G. (J. G.), Severiens, S.E, Vuijk, P. (P.), & van Veen, A.F.D. (A. F.D.). (2018). Direct and indirect effects of Key2Teach on teachers’ sense of self-efficacy and emotional exhaustion, a randomized controlled trial. Teaching and Teacher Education, 76, 1–13. doi:10.1016/j.tate.2018.07.014