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Lewis, Ramon

doi:10.1023/a:1009627827937

Cited by 84 publications

(21 citation statements)

References 26 publications

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“…In addition, self-perceived ineffective problem solvers reported more occupational burnout (Elliott, Shewchuk, Hagglund, Rybarczyk, & Harkins, 1996) and discomfort (Larson et al, 1994), emotion-focused coping strategies (MacNair & Elliott, 1992), emotional arousal and intense negative affect during problem solving (Larson et al, 1995) and self-focused as opposed to problem-focused statements (Mayo & Tanaka-Matsumi, 1996), and less awareness of the problem-solving process (Larson et al, 1995). The relationship between emotions and problem-solving has been studied in relation to stress and burnout of teachers, demonstrating a negative link (see Betoret, 2006;Betoret & Artiga, 2010;Chang, 2009;Lewis, 1999).…”

Section: Effects Of Problem-solving Appraisal On Emotionsmentioning

confidence: 99%

“…Also, people, who assess negatively their problem-solving capabilities, are characterized by indecision and less rational thought (Larson et al, 1994). Within the educational context, researches evident a tendency of teachers with low sense of self-efficacy to use avoidance strategies when they try to manage pedagogical barriers, such as class or student discipline problems (Beach & Pearson, 1998;Betoret, 2006;Betoret & Artiga, 2010;Lewis, 1999).…”

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confidence: 99%

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Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

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This study aimed to examine: 1) teachers' self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task-and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with re-

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Section: Effects Of Problem-solving Appraisal On Emotionsmentioning

confidence: 99%

mentioning

confidence: 99%

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

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“…The indiscipline in class as the important cause of stress among teachers was supported by the findings of Lewis (1999) and, Skaalvik and Skaalvik (2015) who reported that disruptive students' behaviors and classroom discipline are the major cause of teachers' stress as teachers are unable to discipline pupils. They would prepare overall maintaining discipline emerged as a stressor, with those worst affected being teachers who placed particular emphasis on pupil empowerment.…”

Section: Causes Of Stress In Teachersmentioning

confidence: 88%

Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences

Baliyan¹,

Baliyan²,

Mokoena³

2018

IJE

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Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase, sampled teachers were interviewed to collect basic information on teachers stress helped in construction of data collection instrument. In the final phase, data was collected through a survey of 90 stratified random sampled teachers using a validated and reliable questionnaire. The data analysis was done through the descriptive statistics whereby mean and standard deviations were calculated. The school policies contradicting with working environment, too much work load (teaching and extra duties) and pupils indiscipline in class were identified the three most important causes of stress among teachers whereas; low morale and motivation, increase in job dissatisfaction and conflict at work place were the three important effects of stress. Effective planning and implementation, prioritizing work and ignoring the stressor environment were identified the three major ways to reduce stress. It was recommended that possible attempts should be made to reduce workload of teachers. Strategies should be devised and implemented to reduce indiscipline among students. Teachers should focus on proper planning and implantation of their work based on priority.

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“…No, pojedine studije ukazuju da javnost u više od 70% slučajeva popustljivost roditelja smatra glavnim uzrokom lošeg vladanja dece u školi (Gallup, 1982, prema Levin, Harvey, & Hoffman, 1984, što korespondira sa tendencijom da se etiologiji školske nediscipline pristupi i sa aspekta porodič-nog konteksta. Naime, u istraživanjima raznorodnih činilaca školske nediscipline, dobijeni su nalazi koji sugerišu da se važnim činiocima učeničkih problema u ponašanju pokazuju neefikasnost roditeljskih disciplinskih postupaka i odsustvo tradicionalnih porodičnih vrednosti (Greenlee & Ogletree, 1993), okrnjenost porodice (Lewis, 1999), neadekvatni vaspitni stilovi i disciplinski pristupi, konflikti unutar porodice, neefikasne strategije rešavanja porodičnih problema (Snyder & Patterson, 1987), ili naprosto roditeljska nedekvatnost (Savović, 2002). Opsežna meta-analiza studija koje su proučavale relacije roditeljskih disciplinskih pristupa i načina psihološkog reagovanja dece na vlastite disciplinske prekršaje, sugeriše da disciplinovanje koje ima uporište u ljubavi roditelja prema detetu, rezultira pojavom internalizovanih reakcija dece na kršnjenje postuliranih pravila ponašanja (osećanje krivice, lične odgovornosti, priznanje greške), kao i nastojanjem da se uspostave dobri socijalni odnosi.…”

Section: Istraživanja čInilaca šKolske Nedisciplineunclassified

“…McCormick & Shi, 1999). Međutim, veoma je interesantan podatak da je najčešći razlog zbog kojeg nastavnici daju otkaz, upravo neuspeh u aspektu održavanja školske discipline (Gallup, 1982, prema Greenlee & Ogletree, 1993, što je, nesumnjivo, u vezi sa visokim stepenom stresogenosti ovakvih iskustava (Cameron, 1998;Lewis, 1999).…”

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Osobine Ličnosti, Načini Kažnjavanja I Školska Nedisciplina

Milovanović

Pekić

Kodžopeljić

2016

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Cilj istraživanja prezentovanog u ovom radu usmeren je ka ispitivanju medijacijske uloge osobina ličnosti u relaciji između različitih načina kažnjavanja u porodici i neadekvatnog načina ponašanja u školi. Uzorak je činilo 479 učenika i učenica srednjih škola sa teritorije Srbije. Od ukupnog broja ispitanika 63.5% bilo je ženskog pola, a prosečna starost ispitanika iznosila je 16.76 godina. Osobine ličnosti učenika operacionalizovane su preko dimenzija skraćene verzije upitnika Velikih pet plus dva (VP+2-70), a načini kažnjavanja u porodici mereni su upitnikom Skale kažnjavanja u vaspitanju (SKV). Konstrukt školske nediscipline operacionalizovan je kao jedinstven skor na Skali školske nediscipline (ŠN). Rezultati istraživanja sugerišu postojanje medijacione uloge pojedinih osobina ličnosti između načina kažnjavanja u porodici i školske nediscipline, pri čemu je medijacija osobina ličnosti parcijalnog tipa. Uloga Negativne valence značajna je u relaciji između svih načina kažnjavanja u porodici, izuzev fizičkog, i školske nediscipline, dok Agresivnost ostvaruje značajan efekat u relaciji između verbalnog i separacionog kažnjavanja kao prediktora, i školske nediscipline kao kriterijuma.

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Untitled

Cited by 84 publications

References 26 publications

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences

Osobine Ličnosti, Načini Kažnjavanja I Školska Nedisciplina

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