The role of self-efficacy, motivation and professional factors in the development of positive and negative stress in primary teachers and secondary school teachers of mathematics and English

2013 ◽  
Vol 1 (1) ◽  
pp. 103 ◽  
Author(s):  
Tamjid Mujtaba
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Primary Teachers ◽  
School Teachers

The role of teachers’ self-efficacy between trust and organisational citizenship behaviour among secondary school teachers

2019 ◽  
Vol 49 (3) ◽  
pp. 864-886
Author(s):  
Yuen Onn Choong ◽  
Lee Peng Ng ◽  
Seow Ai Na ◽  
Chun Eng Tan
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
School Administrator ◽  
School Teachers ◽  
Policy Makers ◽  
Content Type ◽  
Sense Of Efficacy ◽  
Practical Implications

Purpose The purpose of this paper is to examine the effects of teachers’ perception on trust over their willingness to exercise organisational citizenship behaviours (OCB) using self-efficacy as a mediator. Design/methodology/approach Usable questionnaires were collected from 411 teachers in secondary schools. A two-stage analytic approach was used to analyse the data. Findings The results indicated that trust and teachers’ self-efficacy dimensions (general teaching and personal teaching) are positively related to OCB. Additionally, trust in the principal, colleagues and clients are predicted to have indirect influence on OCB through self-efficacy. Practical implications Teachers’ personal sense of efficacy is largely dependent on the amount of efforts devoted in their teaching, their decision-making ability and the degree of persistency in solving problematic issues. School management and policy makers are urged to develop effective human resources initiatives and programmes that can create a trusting relationship in the organisation and enhance teachers’ self-efficacy. These may include the socialisation programmes that can inculcate teachers’ inner natures, confidence and interpersonal skills when directed towards perceived abilities in given specific tasks and responsibilities to make a significant impact on OCB. Apart from this, the school administrator is advised to offer relevant training and workshops that able to enhance the efficacy level of teachers. Originality/value This study explored how teachers’ self-efficacy was related to trust and OCB. Teachers’ positive behaviours enable them to have greater belief in their capability of handling pressures and crises. The study contributes to the current body of literature and creates a comprehensive theoretical framework for teachers to be involved in OCB. Besides, these unique findings served as a reference to management of any school to better understand the importance of trust in the school and how it relates to teacher self-efficacy, which, in turn nurture the citizenship behaviour in workplace.

scholarly journals SCHOOL INDICATORS OF ENCOURAGING HUMANISTIC EDUCATION OF ADOLESCENTS

TEME ◽  
2017 ◽  
pp. 587
Author(s):  
Bisera Jevtić ◽  
Marija Jovanović
Keyword(s):  
Secondary School ◽  
Prosocial Behavior ◽  
Secondary School Teachers ◽  
Educational Process ◽  
Modern World ◽  
Prosocial Behaviour ◽  
School Teachers ◽  
Humanistic Education ◽  
Positive Effect

Encouragement of humanistic education through the lens of prosocial behavior of adolescents is a complex and extensive issue of the modern world. Prosocial behaviour can indirectly affect the achievement of pupils at school through its connection with some academically relevant forms of behaviour which lead to success at school and work. Also, this connection can be explained by the teacher’s preferences of prosocial pupils, which is reflected in the teacher’s expectations and behaviour towards pupils, as well as the evaluation of their work. Besides, prosocial behaviour can also directly affect pupils since the prosocial interaction of peers can have a positive effect on the intellectual exchanges between pupils, which contributes to a more successful learning process. Taking into consideration the significance and role of the school and teachers, as representatives of the educational process, in encouraging prosocial behaviour in the young at secondary schools, we face a problem: Do secondary school teachers encourage prosocial humanistic behaviour of the young, by what actions and activities are they guided in the process and how does that reflect on the behaviour of pupils? This study tried to give some answers related to this problem in the field of education.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

scholarly journals Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

2020 ◽  
Vol 17 (24) ◽  
pp. 9185
Author(s):  
Petr Hlaďo ◽  
Jaroslava Dosedlová ◽  
Klára Harvánková ◽  
Petr Novotný ◽  
Jaroslav Gottfried ◽  
...  
Keyword(s):  
Secondary School ◽  
Sense Of Coherence ◽  
Work Ability ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Upper Secondary School ◽  
School Teachers ◽  
Upper Secondary ◽  
The Impact

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

scholarly journals RELATIONSHIP BETWEEN MOTIVATION AND TEACHER SELF -EFFICIENCY IN HIGH PERFORMANCE SCHOOLS, EXCELLENCE CLUSTER SCHOOLS AND DAILY SECONDARY SCHOOLS IN THE STATE OF PENANG

2021 ◽  
Vol 6 (42) ◽  
pp. 364-382
Author(s):  
Suhaima Ali ◽  
Mohamad Khairi Haji Othman
Keyword(s):  
Correlation Analysis ◽  
Secondary School ◽  
Secondary Schools ◽  
Self Efficacy ◽  
High Performance ◽  
Teacher Motivation ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
High Performing

In recent years, there has been an increase in the number of teachers who lack motivation and self-efficacy in carrying out their duties. This factor causes a significant decline in school performance and productivity. Therefore, by knowing the level of teacher motivation and the level of self-efficacy of teachers, then the recommendations required by the government to produce quality and high-performing teachers will be known more clearly. Thus, the issue of producing quality and high-performing teachers are used to answer research questions and fill the research spaces found in this study. This study aims to identify the relationship between motivation and self-efficacy of teachers in High-Performance Secondary Schools, Cluster Schools of Excellence, and also Ordinary Day Schools in the state of Penang. A quantitative approach was used in the data collection process of this study. The study instrument consisted of three parts; namely demographics, teacher motivation, and self-efficacy of secondary school teachers. The study sample consisted of 122 secondary school teachers in three schools in the state of Penang. Quantitative data were analyzed using various tests, namely the Independent T-Sample test, one-way ANOVA, and Pearson correlation analysis using SPSS software. The findings of the study indicate that there are significant differences in teacher motivation based on teacher age category and teacher tenure. The findings of the study also showed that there were also significant differences in self-efficacy based on length of service. The correlation analysis test also showed that there was a significant relationship between teacher motivation and self-efficacy with a weak magnitude. Therefore, teacher motivation and teacher self-efficacy need attention as it is able to increase efficiency among teachers while improving the quality of the education system.

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