School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.

Journal of Educational Psychology, Journal Year: 2012, Volume and Issue: 104(4), P. 1189 - 1204

Published: July 17, 2012

The aims of this study were to investigate whether and how teachers' perceptions social-emotional learning climate in their schools influenced three outcome variables--teachers' sense stress, teaching efficacy, job satisfaction--and examine the interrelationships among variables. Along with satisfaction two types stress (workload student behavior stress) examined. sample included 664 elementary secondary school teachers from British Columbia Ontario, Canada. Participants completed an online questionnaire about teacher outcomes, perceived climate, beliefs socia-emotional (SEL). Structural equation modeling was used explanatory model Of 2 SEL examined, comfort implementing had most powerful impact. 4 factors students' motivation Both these variables significantly predicted participants. Among variables, related negatively associated efficacy. In addition, workload efficacy directly satisfaction. Greater detail other key findings, as well implications for research practice, are discussed

Language: Английский

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Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions

Teaching and Teacher Education, Journal Year: 2015, Volume and Issue: 47, P. 120 - 130

Published: Jan. 15, 2015

Language: Английский

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Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices

Journal of School Psychology, Journal Year: 2019, Volume and Issue: 77, P. 36 - 51

Published: Nov. 22, 2019

Language: Английский

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Teachers' self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects

Teaching and Teacher Education, Journal Year: 2016, Volume and Issue: 56, P. 185 - 195

Published: March 18, 2016

Language: Английский

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Stress, coping strategies and academic achievement in teacher education students

European Journal of Teacher Education, Journal Year: 2019, Volume and Issue: 42(3), P. 375 - 390

Published: Feb. 15, 2019

University students experience stress, and how they cope with this stress affects their academic achievement. This study examined in teacher education had three objectives: to describe different degrees of coping styles; the relationship between strategies achievement; examine whether increased age can moderate effects on achievement 334 university-students. There were main findings: many experienced used avoidance strategies; who under less engaged cognitive more problem-focused also made performed worse, but affected performance less. In students, it is important recognize address harmful well-being achievement, avoid long-term problems professional personal life.

Language: Английский

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Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19

Teaching and Teacher Education, Journal Year: 2021, Volume and Issue: 106, P. 103465 - 103465

Published: July 20, 2021

Language: Английский

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The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout

Teaching and Teacher Education, Journal Year: 2015, Volume and Issue: 51, P. 58 - 67

Published: June 19, 2015

Language: Английский

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Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge

Contemporary Educational Psychology, Journal Year: 2014, Volume and Issue: 41, P. 62 - 72

Published: Nov. 16, 2014

Language: Английский

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Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools

Journal of School Psychology, Journal Year: 2015, Volume and Issue: 53(5), P. 337 - 357

Published: Aug. 6, 2015

Language: Английский

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Intervention studies on enhancing work well-being, reducing burnout, and improving recovery experiences among Hong Kong health care workers and teachers.

International Journal of Stress Management, Journal Year: 2013, Volume and Issue: 21(1), P. 69 - 84

Published: July 1, 2013

This article reports two secondary intervention studies on stress management in Hong Kong adopting a positive psychology approach. The first study was conducted among health care workers to reduce burnout and enhance work well-being (job satisfaction, physical/psychological symptoms) emotions. A one-group pretest-posttest design adopted. One thousand thirty-four employees were recruited from hospitals participate 2-day training course held 17 separate classes. results obtained paired t tests consistently demonstrated an improvement work-related reduction after the training. To investigate whether improvements specifically caused by intervention, second adopted quasi-experimental method with control group, also using design, additional aim of improving recovery experiences. Fifty teachers for experimental 48 group. show that group scored significantly higher experiences (particularly mastery) compared those Implications findings are discussed.

Language: Английский

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