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Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs.

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Title: Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs.
Authors: van den Brink, Femke (AUTHOR), Vollmann, Manja (AUTHOR), Tick, Nouchka T. (AUTHOR)
Source: Psychology in the Schools. Mar2025, Vol. 62 Issue 3, p920-930. 11p.
Subjects: Special education teachers, Psychology of students, Teacher role, Teacher training, Classroom management, Student engagement, Psychological burnout
Abstract: Emotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers' competence beliefs as potential underlying mechanisms in the relationship between disruptive student behavior and teachers' emotional exhaustion, specifically examining the sequential mediating role of (a) teachers' perceived capability to manage disruptive behavior and (b) teachers' perceived efficacy in the key domains of effective teaching (i.e., instructional practices, student engagement, and classroom management). In a cross‐sectional design, 313 Dutch primary special education teachers completed an online survey assessing the relevant variables. The sequential mediation model was tested using path analysis. Results showed an indirect relationship between disruptive student behavior and teachers' emotional exhaustion through teachers' perceived capability to handle disruptive behavior and their perceived efficacy in classroom management consecutively. Additionally, a direct association between disruptive student behavior and teachers' emotional exhaustion was found. Findings suggest that training teachers' knowledge and skills to deal with disruptive student behaviors and strengthening their feelings of competence in handling these behaviors may be helpful in the prevention of emotional exhaustion. Practitioner Points: Disruptive student behavior was positively associated with special education teachers' emotional exhaustion.Special education teachers' competence beliefs related to handling disruptive student behavior and effective classroom management played a sequential mediating role in the association between disruptive student behavior and teachers' emotional exhaustion. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs.
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  Data: <searchLink fieldCode="AR" term="%22van+den+Brink%2C+Femke%22">van den Brink, Femke</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vollmann%2C+Manja%22">Vollmann, Manja</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tick%2C+Nouchka+T%2E%22">Tick, Nouchka T.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Mar2025, Vol. 62 Issue 3, p920-930. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink>
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  Data: Emotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers' competence beliefs as potential underlying mechanisms in the relationship between disruptive student behavior and teachers' emotional exhaustion, specifically examining the sequential mediating role of (a) teachers' perceived capability to manage disruptive behavior and (b) teachers' perceived efficacy in the key domains of effective teaching (i.e., instructional practices, student engagement, and classroom management). In a cross‐sectional design, 313 Dutch primary special education teachers completed an online survey assessing the relevant variables. The sequential mediation model was tested using path analysis. Results showed an indirect relationship between disruptive student behavior and teachers' emotional exhaustion through teachers' perceived capability to handle disruptive behavior and their perceived efficacy in classroom management consecutively. Additionally, a direct association between disruptive student behavior and teachers' emotional exhaustion was found. Findings suggest that training teachers' knowledge and skills to deal with disruptive student behaviors and strengthening their feelings of competence in handling these behaviors may be helpful in the prevention of emotional exhaustion. Practitioner Points: Disruptive student behavior was positively associated with special education teachers' emotional exhaustion.Special education teachers' competence beliefs related to handling disruptive student behavior and effective classroom management played a sequential mediating role in the association between disruptive student behavior and teachers' emotional exhaustion. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23365
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      – SubjectFull: Teacher training
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              Text: Mar2025
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