Journal ArticleDOI
Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries
Robert M. Klassen,Elaine Wilson,Angela F. Y. Siu,Wanwisa Hannok,Marina W Y Wong,Nongkran Wongsri,Panwadee Sonthisap,Chaleosri Pibulchol,Yanisa Buranachaitavee,Anchalee Jansem +9 more
TLDR
This article examined the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries, and found that teachers' selfefficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context.Abstract:
In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n = 379), England (n = 203), Hong Kong (n = 211), and Thailand (n = 394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context.read more
Citations
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Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession
TL;DR: This article explored how seven potentially stressful school context variables (potential stressors) predicted senior high school teachers' experiences of teacher self-efficacy, emotional stress, emotional exhaustion, engagement in teaching, and motivation to leave the teaching profession.
Journal ArticleDOI
Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis
Steven R. Chesnut,Hansel Burley +1 more
TL;DR: In this paper, a meta-analysis examined research on the effects of preservice and inservice teachers' self-efficacy beliefs on commitment to the teaching profession and found that teachers' beliefs influenced their commitment to teaching.
Journal ArticleDOI
Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion
TL;DR: In this article, the authors analyzed relations between teachers' perception of the school goal structure, workload, self-efficacy, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession.
Journal ArticleDOI
Job Demands and Job Resources as Predictors of Teacher Motivation and Well-Being.
TL;DR: In this paper, the authors analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession.
Journal ArticleDOI
Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school
TL;DR: In this paper, the authors explored how teachers' working conditions or school context variables (job demands and job resources) were related to their teaching self-concept, teacher burnout, job satisfaction, and motivation to leave the teaching profession among teachers in Norwegian senior high school.
References
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Book
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TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
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