The longitudinal effects of induction on beginning teachers’ stress

Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; Veen, Klaas van

doi:10.1111/bjep.12238

Cited by 40 publications

(37 citation statements)

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“…As a possible line of reasoning, it might be that as the BTs in this study received professional support through induction programmes including workload reduction; the workload reduction reduced BTs' high psychological task demands and therefore indirectly reduced the experienced tension. This line of reasoning was confirmed in recent research indicating that workload reduction decreases the level of perceived high psychological demands (Harmsen, Helms-Lorenz, Maulana, & van Veen, 2017). Subsequently, we argue that the reduced experienced task demands might lessen the expected effect on teaching behaviour and/or attrition.…”

Section: Discussionsupporting

confidence: 88%

“…The induction programme and the time span might have mitigated this relationship. 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.…”

Section: Discussionmentioning

confidence: 99%

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

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

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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 ...

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

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

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

Self Cite

240

163

View full text Add to dashboard Cite

show abstract

“…In terms of the levels of job stress, Spain ranks third among European countries. Teaching is a stressful profession, especially for beginning teachers (Harmsen et al, 2019). Different groups of teaching professionals are exposed to different types of physical and psychological risks (Gallardo-López et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

et al. 2020

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Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.

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“…Specifically, teaching staff usually have higher burnout rates [ 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 ], especially new teachers [ 14 ]. It has been shown that it usually occurs at different educational levels [ 9 , 10 ] and in special education [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

Méndez

Ramón

Esteban

et al. 2020

IJERPH

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Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale. The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.

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The longitudinal effects of induction on beginning teachers’ stress

Abstract: Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses.

Cited by 40 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

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

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