Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

Betoret, Fernando Doménech

doi:10.1080/01443410802459234

Cited by 197 publications

(162 citation statements)

References 49 publications

Supporting

Mentioning

116

Contrasting

Unclassified

Order By: Relevance

“…Recent research shows that the induction programme elements including workload reduction and support for effective teaching behaviour decrease the level of negative emotions among BTs (Harmsen et al, 2017). Whether the two induction elements mitigated the relationship between negative emotions and attrition remains unclear, and is an important subject for future research.Past research showed the link between teacher stress and student perceptions of teaching behaviour (Hanif et al, 2011), and between stress and perceived personal accomplishment (Betoret, 2009;Kokkinos, 2007). The present study extends the body of knowledge by showing that negative emotions are related to actual teaching behaviour.…”

supporting

confidence: 69%

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

214

163

View full text Add to dashboard Cite

The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Harmsen, Ruth; Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2018Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Harmsen, R., Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching: Theory and Practice, 24(6), 626-643. https://doi.org/10. 1080/13540602.2018.1465404 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Ruth Harmsen , Michelle Helms-Lorenz, Ridwan Maulana and Klaas van VeenTeacher education, University of groningen, groningen, the netherlands ABSTRACT In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs' perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs. IntroductionThe teaching profession is considered to be a highly stressful profession (Johnson et al., 2005;Newberry & Allsop, 2017). Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008;Johnson & Birkeland, 2003;Kyriacou, 2001;Skaalvik & Skaalvik, 2015). In the Netherlands specifically, a figure from 2014 shows that ca. 1 out of 5 teachers experienced burnout symptoms. Teachers also reported higher levels of workload compared to other professionals (Hooftman, Mars, Janssen, de Vroome & Van den Bossche, 2015). Particularly, beginning teachers (BTs) seem to be more vulnerable to the pressures of the profession compared to experienced teachers (Gold & Roth, 1993). A recent study in the US showed that ...

show abstract

supporting

confidence: 69%

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

214

163

View full text Add to dashboard Cite

show abstract

“…de fait, la majorité des échelles relatives au seP des enseignants comporte très peu d'énoncés (1 à 5) sur la gestion de classe (p. ex., Betoret, 2009 ;Çakir & alici, 2009 ;dussault, villeneuve, & deaudelin, 2001 ;Friedman, 2003 ;Friedman & Kass, 2002 ;Gibson & dembo, 1984 ;Meijer & Foster, 1988 ;Paneque & Barbetta, 2006 ;rich, lev, & Fischer, 1996 ;rimm-Kaufman & sawyer, 2004 ;schwarzer & Hallum, 2008 ;siwatu, 2007 ;skaalvik & skaalvik, 2007 ;Woolfson & Brady, 2009 ;Yoon, 2004). d'autres échelles présentent un plus grand nombre d'énoncés sur le sujet (de 6 à 14), mais n'abordent toutefois que quelques-unes des cinq dimensions de la gestion de classe recensées par o'neill et stephenson (2011).…”

Section: Une Synthèse Des Questionnaires Relatifs Au Sep Des Enseignantsunclassified

“…Par exemple, plus l'enseignant présente un fort seP à gérer les comportements difficiles des élèves, moins il vit de stress, plus ses pratiques de gestion de classe sont éducatives et adaptées aux besoins des élèves, et plus ces derniers adoptent une conduite favorable à l'apprentissage (Gordon, 2001 ;Hamre, Pianta, downer, & Mashburn, 2008 ;Hastings, 2005). À l'inverse, les enseignants qui présentent un faible seP éprouvent plus de difficultés dans la gestion des élèves présentant des comportements difficiles (Baker, 2005 ;Gordon, 2001), affichent des attitudes plus négatives, et vivent davantage de stress et d'épuisement professionnel (Betoret, 2009 ;caprara, Barbaranelli, steca, & Malone, 2006 ;chan, 2007 ;Klassen & chiu, 2010 ;skaalvik & skaalvik, 2010).…”

Section: Introductionunclassified

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

Gaudreau

Frénette

Thibodeau

2016

mee

View full text Add to dashboard Cite

Cet article présente l’élaboration d’une échelle portant sur le sentiment d’efficacité personnelle des enseignants en gestion de la classe. Développée selon les recommandations de Bandura (2006) et la procédure proposée par Dussault, Valois et Frenette (2007), cette échelle porte sur les cinq dimensions de la gestion de classe suggérées par O’Neill et Stephenson (2011). Lors du prétest, des analyses réalisées à partir du modèle de Rasch (Wright & Masters, 1982) ont permis d’élaborer une version constituée de 28 énoncés. De plus, des analyses factorielles confirmatoires soutiennent le modèle théorique à cinq dimensions. Des résultats similaires sont obtenus auprès d’un échantillon tiré de la population. Les forces et les limites de cette recherche sont discutées eu égard à la littérature.

show abstract

“…Although initially criticized, it was quickly accepted and became the subject of numerous scientific papers, books, and presentations at congresses of Psychology, Psychiatry and Medical Education. It became, then, an unquestionable concept and subject of investigation in studies worldwide [5].…”

Section: Introductionmentioning

confidence: 99%

Burnout syndrome: understanding of medical teaching professionals

Batista

Costa²,

Morais³

et al. 2017

Int Arch Med

View full text Add to dashboard Cite

show abstract

Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

Abstract: To cite this Article Betoret, Fernando Doménech(2009)'Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach ',Educational Psychology,29:1, To link to this Article:

Cited by 197 publications

References 49 publications

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

Burnout syndrome: understanding of medical teaching professionals

Contact Info

Product

Resources

About