scholarly journals TEACHERS’ SELF-EFFICACY AND BURNOUT DURING ONLINE SCHOOL

2021 ◽  
Vol LXVIII (2) ◽  
pp. 59-78
Author(s):  
Adela Mihaela ŢĂRANU ◽  
Ileana VĂTĂŞESCU ◽  
Bianca VĂTĂŞESCU
Keyword(s):  
Online Education ◽  
Secondary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Negative Impact ◽  
Inverse Correlation ◽  
Perceived Effectiveness ◽  
Dependent Variables ◽  
Effect Relation ◽  
The Relationship

During the COVID-19 pandemic, the transition to the online education substantially changed the characteristics of the teachers’ activities, especially due to the intensive use of telecommunications. A number of recent studies are already exploring the effects of these framework changes on individual behavior and drawing attention to the risks of mental health for those involved. Previous data indicate that the level of burnout experienced between the teachers is much stronger compared to the symptoms felt by other professionals (Shoji et al., 2016), but studies exploring the stress and burnout associated with working online are incipient. The present study analyzes the relationship between burnout and self-efficacy for a group of 50 teachers from a secondary school during online teaching. The need to research this correlation starts from the premise that self-perceived effectiveness is important in mobilizing the teachers for the expected changes during online teaching. Previous data indicate an inverse correlation between self-efficacy and burnout (Friedman, 2003), respectively between teachers self-efficacy and two facets of the burnout: emotional exhaustion and depersonalization (Skaalvik & Skaalvik, 2010). Our aim is to explore the momentary correlation between the dependent variables and to estimate the factors that had a negative impact on the perceived self-efficacy of teachers during online work. Even if the captured data cannot be generalized and we cannot talk about a cause-effect relation, the present study captures a real moment that can substantiate an improvement/optimization of the intervention, at least at the level of the reference/referential school.

scholarly journals The Relationship Between Job Uncertainty and Job Satisfaction: The Moderating Effect of Charismatic Leadership, Organizational Communication, and Self-Efficacy

2019 ◽  
Vol 10 (5) ◽  
pp. 338
Author(s):  
Wanye Cheng ◽  
Sang Woo Hahm
Keyword(s):  
Leadership Style ◽  
Self Efficacy ◽  
Industrial Revolution ◽  
New Technologies ◽  
Negative Impact ◽  
Charismatic Leadership ◽  
Negative Influence ◽  
Clear Vision ◽  
New Directions ◽  
The Relationship

With the arrival of the fourth industrial revolution, many things are changing rapidly, including the way that people work.  These changes to the work environment can make workers feel uncertain about their jobs, which in turn can lead to anxiety and complaints about the job, amongst other negative variables. This study explains the factors that can reduce the negative influence of job uncertainty at the organizational, leader-ship, and worker levels. Job uncertainty involves a variety of changes and new directions driven by new technologies and information. Leaders possessed of a charismatic leadership style who are better able to enunciate a clear vision in such dynamic situations, the provision of a variety of useful information related to change within an organization, and workers’ self-efficacy in relation to change will all reduce the effects of job uncertainty. In today’s job environment, a degree of uncertainty is almost unavoidable. Therefore, by reducing the negative impact of this uncertainty, workers can be more satisfied with their jobs and will be able to achieve higher levels of performance.

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 Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

scholarly journals Does Science Literacy Guarantee Resistance to Health Rumors? The Moderating Effect of Self-Efficacy of Science Literacy in the Relationship between Science Literacy and Rumor Belief

2021 ◽  
Vol 18 (5) ◽  
pp. 2243
Author(s):  
Lingnan He ◽  
Yue Chen ◽  
Xiling Xiong ◽  
Xiqian Zou ◽  
Kaisheng Lai
Keyword(s):  
Self Efficacy ◽  
Science Literacy ◽  
Negative Impact ◽  
Hierarchical Regression ◽  
Public Science ◽  
The Public ◽  
Effective Remedy ◽  
The Relationship ◽  
Moderating Role

Health rumors not only incite unnecessary fears and skepticism, but may also cause individuals to refuse effective remedy and thus delay their treatment. Studies have found that health literacy may help the public identify the falsity of health rumors and avoid their negative impact. However, whether other types of literacy work in helping people disbelieve health rumors is still unknown. With a national survey in China (N = 1646), our study examined the effect of science literacy on rumor belief and further analyzed the moderating role of self-efficacy of science literacy in their relationship. Hierarchical regression analysis showed that science literacy significantly decreased the likelihood of people believing in health rumors, and moderator analysis showed that self-efficacy of science literacy plays a moderating role in this relationship; such that the relationship between science literacy and health rumor belief would be weakened if one′s self-efficacy of science literacy was low. This finding reveals that during campaigns to combat health rumors, improving and enhancing the self-efficacy of people′s science literacy is an effective way to prevent them from believing in health rumors. Our study highlights the benefits of science education in public health and the improvement of public science literacy.

scholarly journals Research on the relationship between challenging-hindrance stress and employee health based on cross-sectional data by structural equation modeling

2021 ◽  
Vol 275 ◽  
pp. 03072
Author(s):  
Weishan Luo ◽  
Huachun Zeng ◽  
Ying Jiang ◽  
Guobin Dai
Keyword(s):  
Mental Health ◽  
Work Stress ◽  
Organizational Support ◽  
Self Efficacy ◽  
Negative Impact ◽  
Employee Health ◽  
Equation Modeling ◽  
Physical And Mental Health ◽  
Hindrance Stress ◽  
The Relationship

Innovations in economic development have highlighted the role of talent, and focusing on employees’ work stress and its impact on employees’ health contributes to the continued development of employees and companies. This article aims to propose the work stress-employee health model and hypotheses under the moderation of perceived organizational support (POS) and self-efficacy. We select appropriate scales; collected 428 responses from questionnaire survey and explored the different effects of challenging/hindrance stress (CS/HS) on the employee’s physical/mental health, and the mechanism of POS and self-efficacy. The results indicated that: (1) CS has a significant positive impact on employees’ mental health; (2) HS has a significant negative impact on employees’ physical and mental health; (3) POS and selfefficacy have moderating effect on the relationship between CS and employees’ mental health, HS and employees’ physical and mental health.

scholarly journals Facing the Inevitable: The Effects of Coronavirus Disease Pandemic and Online Teaching on Teachers’ Self-Efficacy, Workload and Job Satisfaction

2022 ◽  
Vol 11 (1) ◽  
pp. 151-162
Author(s):  
Éva Szabó ◽  
Kitti Kóródi ◽  
Erzsébet Szél ◽  
Balázs Jagodics*
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Online Teaching ◽  
Preventive Measures ◽  
Sem Analysis ◽  
Sense Of Competence ◽  
The Past ◽  
Key Factor ◽  
Competence Motivation ◽  
The Relationship

<p style="text-align: justify;">Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.</p>

scholarly journals Professional Commitment of Secondary School Teachers in relation to their Self-Efficacy

2019 ◽  
Vol 7 (1) ◽  
pp. 35-38
Author(s):  
Hadiya Habib
Keyword(s):  
Secondary School ◽  
Self Efficacy ◽  
Teacher Educators ◽  
Secondary School Teachers ◽  
The Self ◽  
Professional Commitment ◽  
School Teachers ◽  
Male And Female ◽  
Significant Difference ◽  
The Relationship

In the present investigation, an attempt has been made to study and compare the Professional Commitment of secondary school teachers, to study and compare the Self-efficacy of secondary school teachers and to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. A sample of 100 teacher educators working in government schools of district Ganderbal was selected through Purposive sampling technique. Professional Commitment Scale for teacher educators by Sood (2011) and Teacher Self-efficacy scale by Ralf Schwarzer, Gerdamarie S.Schmitz and Gary T. Dayter (1999) were used for data collection. Mean, SD and t-test were used to compare the professional commitment of male and female secondary school teachers and to compare self-efficacy of male and female secondary school teachers. Pearson’s correlation was applied to find out the relationship between Professional Commitment and Self-efficacy of secondary school teachers. The findings of the study revealed that female secondary school teachers have higher professional commitment as compare as to male secondary school teachers. No significant difference was found in the Self-efficacy of secondary school teachers and significant positive correlation was found between Professional Commitment and Self-efficacy of secondary school teachers.

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