Teacher self-efficacy in handling violent events: its impact on teacher wellbeing

Barr, Megan H.; Newman, Sonja; Hunt, Tammy G.; Hunt, James B.

doi:10.1504/ijmie.2022.121172

Cited by 3 publications

(5 citation statements)

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“…Consistent with the extant literature (e.g., Barr et al, 2022 ; Helms-Lorenz & Maulana, 2016 ; Zee & Koomen, 2016 ), we propose that teacher self-efficacy positively affects FLTE. Teachers who possess a stronger belief in their own capabilities are more likely to experience higher levels of teaching enjoyment.…”

Section: Literature Reviewsupporting

confidence: 85%

“…This finding partially supports Derakhshan et al (2022) and Proietti Ergün and Dewaele (2021) who revealed the positive effect of wellbeing on FLTE among EFL teachers. This finding can be interpreted in light of the key role of teacher self-efficacy in influencing teachers' psychological wellbeing (Barr et al, 2022;Helms-Lorenz & Maulana, 2016;Zee & Koomen, 2016). Teacher self-efficacy is concerned with how teachers view their teaching ability, use of effective teaching strategies, and ability to engage students (Tschannen-Moran & Hoy, 2001), as well as their capability in making a difference regarding their learners' academic performance (see Mok & Moore, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

2023

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We tested an assessment model, by which teacher self-efficacy, perceived school climate, and psychological wellbeing at work, might predict teaching enjoyment. We invited a convenience sample of 355 teachers of English as a foreign language (EFL) to respond to four online questionnaires. We used confirmatory factor analysis (CFA) to check the scales’ construct validity and structural equation modeling (SEM) to test associations among the variables. Our results showed that teacher self-efficacy, perceived school-climate, and psychological wellbeing were direct predictors of foreign language teaching-enjoyment (FLTE). Teacher self-efficacy affected FLTE indirectly, as induced by psychological well-being. School climate also indirectly influenced FLTE, as mediated by teacher self-efficacy and psychological wellbeing, with school climate a direct predictor of teacher self-efficacy and psychological wellbeing. Teacher self-efficacy directly affected psychological wellbeing. We discuss implications of these findings for teacher-education programs.

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Section: Literature Reviewsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

2023

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“…and life satisfaction, the findings support the assumption that teacher victimization could negatively affect their life satisfaction. However, the cross-sectional design of this study limits making definitive causal claims and indicates that this assumption, to some extent evidenced in previous research [10,34,73,106], requires validation through stronger, longitudinal designs.…”

Section: Discussionmentioning

confidence: 71%

“…Previous studies have shown that teachers' well-being is crucial for effective teaching and positive student outcomes, and teacher victimization can lead to increased stress, burnout, and even attrition from the profession [24,32,33,41,74]. The findings from this study underscore the importance of addressing teacher victimization as a critical factor in ensuring a healthy and productive educational environment and call for a comprehensive approach that includes awareness, prevention, support, and intervention strategies to safeguard teachers' well-being and, by extension, enhance the quality of education [19,24,34,52,55,61,76,80,115].…”

Section: Discussionmentioning

confidence: 74%

“…Numerous studies have revealed that teachers who experience mistreatment at their workplace may suffer from stress, anxiety, depression, burnout [24,32,33], and a decline in overall psychological well-being [34], so the impact of teacher victimization extends beyond the professional realm. Victimized teachers are more likely to suffer from psychological distress, impaired personal relationships, and heightened fear, all of which harm job performance and relationships with students [4,[35][36][37].…”

Section: Teacher Victimizationmentioning

confidence: 99%

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Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

Dirzyte,

Indrašienė,

Jegelevičienė

et al. 2024

Education Sciences

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The links between different forms of teacher victimization and teachers’ life satisfaction are still under-researched. To highlight teacher victimization by various parties within the school environment and its associations with teachers’ life satisfaction, the Satisfaction with Life Scale, the Multidimensional Teacher Victimization Scale, and some additional measures were applied. The findings based on a Lithuanian sample (n = 1146) revealed that a significant portion of teachers have experienced victimization in various forms: 38.5% of teachers have been bullied by school staff, 33.9% have faced verbal victimization from students’ parents, and victimization by students affected 65.8% of teachers, with verbal and social victimization being the most common. An SEM analysis (χ2 = 355.787; Df = 33; CFI = 0.928; TLI = 0.902; NFI = 0.922; RMSEA = 0.092 [0.084–0.101]; SRMR = 0.0432) revealed that bullying by staff is not only detrimental in its own right but also relates positively to other forms of victimization, including verbal victimization by parents and multidimensional victimization by students, as teacher victimization by students and their parents mediated the relationship between teacher victimization by school staff and teacher life satisfaction. The findings suggest a complex problem within the school environment where different forms of victimization are interconnected and call for urgent attention and action from educational policymakers and school administrators to address and mitigate teacher victimization.

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A tale of caution: Navigating special education teacher resistance to well-being professional development

Walter

Kutscher

Fox

et al. 2023

International Journal of Educational Research Open

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Teacher self-efficacy in handling violent events: its impact on teacher wellbeing

Cited by 3 publications

References 0 publications

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers

Teacher Victimization by Students, Their Parents, and School Staff: Prevalence and Links with Teachers’ Life Satisfaction in a Lithuanian Sample

A tale of caution: Navigating special education teacher resistance to well-being professional development

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