Teacher Characteristics as Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy

Yoon, Jina

doi:10.2224/sbp.2002.30.5.485

Cited by 297 publications

(253 citation statements)

References 19 publications

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“…Indeed, the teachers were between 16 to 20 years job experiences that got the higher scores on teacher efficacy in comparison with other groups. These findings are consistent with previous studies which found that for example, female, married teachers had higher levels of wellbeing and self efficacy (BRIDGWATER, 1982;CHEN, 2003;CHEN-YI HOU, 2007, CURTIS;LIYING, 2001;ENTWISTLE, 1987;FISLER;FIRESTONE, 2006;HUGHES et al, 1988;MUIJS;REYNOLDS, 2005;MULLINS, 1992;NODDINGS, 2005;ONAFOWORA, 2005;POLK, 2006;POST, 2005;QI LI-LI, 2009;ROGALLA, 2004;SELIGMAN, 2002;YOON, 2002).…”

Section: Discussionmentioning

confidence: 99%

Relationship between High School teachers’ wellbeing and teachers’ efficacy

Mehdınezhad

2012

Acta Sci. Educ.

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ABSTRACT. The purpose of this study was to find out the relationships between high school teachers' wellbeing and their efficacy. The methodology of this study was that of a quantitative research. The population of this study was all high schools' teachers in 9 th to 11 th grades in Zahedan, Iran. Out of 315 samples, the valid sample of this study was 290. The two questionnaires employed here were The Oxford Happiness Questionnaire of the Hills and Argyle (2002) and Teachers' Sense of Efficacy Scale of the TschannenMoran and Woolfolk-Hoy's (2001). SPSS 15 was used to produce mean, standard deviations, Pearson Product Moment Correlation (r), t-test, and Analysis of Variance. The results showed that the high school teachers scored over average on wellbeing and also marked relatively high scores on teachers' efficacy and factors related to this variable. There was a positive relationship between teachers' wellbeing and their efficacy in instructional activities. The results also showed that there was relatively high positive correlation between teachers' wellbeing, teacher efficacy and sub variables related to teacher efficacy in female, older, married, and also teachers with 5-10 years job experiences in comparison with male, younger, single, and teachers with more than 10 years job experiences.Keywords: wellbeing, teachers' efficacy, student engagement, instructional strategies, classroom management, high school teachers.Relação entre o bem estar e a eficiência de professores do ensino médio -Hoy's (2001). O programa SPSS 15 foi utilizado para obter a média e o desvio padrão, coeficiente de correlação produto-momento (r), teste t e análise de variância. Os resultados mostraram que os professores do ensino médio atingiram valores acima da média em relação ao bem estar e também escores relativamente altos quanto a sua eficiência e fatores relacionados com essa variável. Foi observada uma relação positiva entre o bem estar e eficácia em atividades educacionais. Além disso, houve uma correlação positiva relativamente alta entre o bem estar, eficiência e sub-variáveis relacionadas com a eficiência de professores do sexo feminino, mais velhos, casados, e também professores com 5-10 anos de experiência em comparação aos do sexo masculino, mais novos, solteiros e com mais de 10 anos de experiência profissional.Palavras-chave: bem estar, eficiência de professores, comprometimento do aluno, estratégias de ensino, gestão de sala de aula, professores do ensino médio.

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Section: Discussionmentioning

confidence: 99%

Relationship between High School teachers’ wellbeing and teachers’ efficacy

Mehdınezhad

2012

Acta Sci. Educ.

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“…These findings suggest that experiences of high teacher-student conflict could undermine teachers' efficacy beliefs and evoke feelings of helplessness. Similarly, the percentage of teacher-student relationships in the classroom judged as negative by the teacher has been found to be associated with teacher reports of stress and negative emotions (Yoon 2002). In contrast, Mashburn et al (2006) found that it was closeness, and not conflict, that was positively related to teachers' efficacy beliefs regarding management of difficult child behavior in a sample of pre-kindergarten teachers.…”

Section: The Influence Of Teacher-student Relationships On Teacher Wementioning

confidence: 97%

Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011

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Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.Keywords Teacher wellbeing . Teacher stress . Teacher-student relationships . Mental representations . Emotions . Behavior problems Insight in teacher wellbeing is important for several reasons. First of all, it adds to the understanding of teacher careers. Knowing factors that are of high concern to teachers is

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“…Steps R self-task (anxiety)-and other (irritation, nervousness)-related negative emotions than the rest of the emotions, indicating the determinant role of the significant others, such as school administration, students and colleagues in their well being (see Buss & Hughes, 2007;Frenzel et al, 2009;Lambert et al, 2009;McCormick & Barnett, 2011;Parrrott, 2003;Schutz, Hong, Cross, & Osbon, 2006;Summers & Davis, 2006;Yoon, 2002). It should mentioned that high anxiety can impairs task relevant processing, such as solving the various problems that occur every day in school (Ashcraft & Kirk, 2001;Schutz & DeCuir, 2002).…”

Section: Emotionsmentioning

confidence: 99%

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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Teacher Characteristics as Predictors of Teacher-Student Relationships: Stress, Negative Affect, and Self-Efficacy

Cited by 297 publications

References 19 publications

Relationship between High School teachers’ wellbeing and teachers’ efficacy

Relationship between High School teachers’ wellbeing and teachers’ efficacy

Teacher Wellbeing: The Importance of Teacher–Student Relationships

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

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