Teacher Stress and Teacher Self-Efficacy: Relations and Consequences

2017 ◽  
pp. 101-125 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Self Efficacy

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

Antecedents and Correlates of Teacher Self-Efficacy for a Digital Tool

2019 ◽  
Author(s):  
Jessica L. Eagle ◽  
Teomara Rutherford ◽  
Angela Wiseman
Keyword(s):  
Self Efficacy ◽  
Digital Tool ◽  
Teacher Self Efficacy

Teaching English Language Learners Survey: Teacher Self-Efficacy Scale Development

2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos
Keyword(s):  
English Language Learners ◽  
Scale Development ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Teaching English ◽  
Teacher Self Efficacy

Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?

2021 ◽  
Vol 109 ◽  
pp. 101794
Author(s):  
Marie Weißenfels ◽  
Manuela Benick ◽  
Franziska Perels
Keyword(s):  
Self Efficacy ◽  
Inclusive Classrooms ◽  
Teacher Self Efficacy
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