Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 8 Sayı: 1, 126 - 150, 13.02.2018

Öz

Kaynakça

  • Aftab, M. & Khatoon, T. (2012). Demographic differences and occupational stress of secondary school teachers. European Scientific Journal, 8(5), 159-175.
  • Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. M. (2013). Cross-validation of the Norwegian teacher's self-efficacy scale (NTSES). Teaching and Teacher Education, 31, 69-78.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. F. Feeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy belief of adolescents. Greenwich, CT: Information Age.
  • Barnabé, C. & Burns, M. (1994). Teachers’ job characteristics and motivation. Educational Research, 36(2), 171-185.
  • Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.
  • Bharathi, T. H. (2013). Association between job stress and demographic factors and coping strategies adopted by primary school teachers. International Journal of Science and Research, 5(9), 756-759.
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
  • Caprara, G. V., Barbaranelli, C., & Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
  • Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195-209.
  • Check, R. F. E. & Okwo, F. A. (2012). Influence of demographic factors on stress perceptions of teachers of public secondary schools in Cameroon. Procedia Social and Behavioral Sciences, 47, 439-443.
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
  • Dunham, J. (1992). Stress in teaching (2nd ed). Retrieved October 27, 2012 from: www.eBookstore.tandf.co.uk. (original work published in 1992).
  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1).
  • Jepson, E. & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. The British Journal of Educational Psychology, 76, 183-197.
  • Johnson, D. (2010). Learning to teach: The influence of a university-school partnership project on pre-service elementary teachers' efficacy for literacy instruction. Reading Horizons, 50(1).
  • Khan, A., Shah, I., Khan, S., & Gul, S. (2012). Teacher' stress, performance & resources: The moderating effects of resources on stress & performance. International Journal of Social Sciences and Humanities, 2(2), 21-29.
  • Klassen, R. M. & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.
  • Klassen, R. M. & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129.
  • Kyriacou, C. & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48, 159–167.
  • Kyriacou, C. & Pratt, J. (1985). Teacher stress and psychosomatic symptoms. British Journal of Educational Psychology, 55, 61–64. Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146–152.
  • Kyriacou, C. (1998). Teacher stress: Past and present. In J. Dunkam & V. Varma (Eds.), Stress in teachers: Past, present and future (pp. 1–13). London: Whurr.
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
  • Lambert, R., O’Donnell, M., Kusherman, J., & McCarthy, C. J. (2006). Teacher stress and classroom structural characteristics in preschool settings. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 105-120). Greenwich, CT: Information Age.
  • McCarthy, C. J., Lambert, R. G., Crow, E.W., & McCarthy, C. J. (2011). Coping, stress, and job satisfaction as predictors of advanced placement statistics teachers’ intention to leave the field. Retrieved December 28, 2012 from http://bul.sagepub.com/content/94/4/306.
  • Mills, N. (2011). Teaching assistants’ self‐efficacy in teaching literature: Sources, personal assessments, and consequences. The Modern Language Journal, 95(1), 61-80.
  • Mohammdi, E. & Mohammad Ali, E. (2015). The nature and sources of stress among EFL teachers. English for Specific Purposes World, 48(16).
  • Morris, D. B. & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36(3), 232-245.
  • Motallebzadeh, K., Ashraf, H., & Yazdi, M. T. (2014). On the relationship between Iranian EFL teachers' burnout and self-efficacy. Procedia Social and Behavioral Sciences, 98, 1255-1262.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191-218.
  • Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in grades K-3. The Elementary School Journal, 141-156.
  • Roxas, C. C. (2009). Stress among public elementary school teachers. University of The Cordilleras Research Journal, 1(4).
  • Schonfeld, I. S. (1992). Assessing stress in teachers: Depressive symptoms scales and neutral self-reports of the work environment. In J. C. Quick, L. R. Murphy, & J. J. Hurrell, Jr. (Eds.), Stress and well-being at work: Assessment and interventions for occupational mental health (pp. 270–285). Washington, DC: American Psychological Association.
  • Schunk, D. H. & Meece, J. L. (2006). Self-efficacy development in adolescence. Self-Efficacy Beliefs of Adolescents, 5, 71-96.
  • Schunk, D. H. & Pajares, F. (2010). Self-efficacy beliefs. In Elsevier Ltd.
  • Schwarzer, R. (Ed.) (1992). Self-efficacy: Thought control of action. Washington, DC: Hemisphere.
  • Schwarzer, R. & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio (pp. 35–38). Windsor: NFER-Nelson.
  • Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: mediation analyses. Applied Psychology: An International Review, 57, 152-171.
  • Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational Psychology, 99(3), 611.
  • Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069.
  • Skaalvik, E. M. & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1).
  • Skaalvik, E. M. & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
  • Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Unal, S. (2000). Professional stress of teachers, its indicators and coping attitudes. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 149-155.
  • Van Dick, R. & Wagner, V. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Education Psychology, 71, 243-259.
  • Woolfolk Hoy, A. & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A Comparison of four measures. Teaching and Teacher Education, 21, 343-356.

The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors

Yıl 2018, Cilt: 8 Sayı: 1, 126 - 150, 13.02.2018

Öz

Considering the
effects of stress and self-efficacy on teachers, the purpose of this study was
twofold; a) to discover the relationship between perceived occupational stress
and self-efficacy beliefs of Turkish EFL instructors, and b) to  investigate the relationship between
teachers’ occupational stress and individual characteristics such as gender,
age, year of experience, and educational background. The participants were 84
EFL instructors working at a preparatory school, at a state university in
Turkey. Data was collected through the adapted versions of Teacher’s Sense of
Efficacy Scale (Tschannen-Moran & Hoy, 2001) and Teacher Stress Inventory
(Boyle, Borg, Falzon, & Bagglioni, 1995), and a demographic information
form developed by the researchers. A correlation analysis was conducted to
determine the relationship between occupational stress and teacher
self-efficacy. To determine the relationship between occupational stress and
teachers’ demographic variables, Independent Sample t-Tests and one-way ANOVA
were carried out. The findings indicated that the participants experienced
moderate levels of stress, and that there was no statistically significant
relationship between teacher self-efficacy and occupational stress. Individual
variables also revealed no significant effect on teacher stress. It was
concluded that the administrative policies and teaching environment have an
effect on teachers’ stress and that teachers stress and self-efficacy are
context specific.

Kaynakça

  • Aftab, M. & Khatoon, T. (2012). Demographic differences and occupational stress of secondary school teachers. European Scientific Journal, 8(5), 159-175.
  • Avanzi, L., Miglioretti, M., Velasco, V., Balducci, C., Vecchio, L., Fraccaroli, F., & Skaalvik, E. M. (2013). Cross-validation of the Norwegian teacher's self-efficacy scale (NTSES). Teaching and Teacher Education, 31, 69-78.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. F. Feeman.
  • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares, & T. Urdan (Eds.), Self-efficacy belief of adolescents. Greenwich, CT: Information Age.
  • Barnabé, C. & Burns, M. (1994). Teachers’ job characteristics and motivation. Educational Research, 36(2), 171-185.
  • Betoret, F. D. (2006). Stressors, self‐efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational psychology, 26(4), 519-539.
  • Bharathi, T. H. (2013). Association between job stress and demographic factors and coping strategies adopted by primary school teachers. International Journal of Science and Research, 5(9), 756-759.
  • Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
  • Caprara, G. V., Barbaranelli, C., & Steca, P., & Malone, P. S. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490.
  • Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195-209.
  • Check, R. F. E. & Okwo, F. A. (2012). Influence of demographic factors on stress perceptions of teachers of public secondary schools in Cameroon. Procedia Social and Behavioral Sciences, 47, 439-443.
  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189-1204.
  • Dunham, J. (1992). Stress in teaching (2nd ed). Retrieved October 27, 2012 from: www.eBookstore.tandf.co.uk. (original work published in 1992).
  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1).
  • Jepson, E. & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. The British Journal of Educational Psychology, 76, 183-197.
  • Johnson, D. (2010). Learning to teach: The influence of a university-school partnership project on pre-service elementary teachers' efficacy for literacy instruction. Reading Horizons, 50(1).
  • Khan, A., Shah, I., Khan, S., & Gul, S. (2012). Teacher' stress, performance & resources: The moderating effects of resources on stress & performance. International Journal of Social Sciences and Humanities, 2(2), 21-29.
  • Klassen, R. M. & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756.
  • Klassen, R. M. & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129.
  • Kyriacou, C. & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48, 159–167.
  • Kyriacou, C. & Pratt, J. (1985). Teacher stress and psychosomatic symptoms. British Journal of Educational Psychology, 55, 61–64. Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146–152.
  • Kyriacou, C. (1998). Teacher stress: Past and present. In J. Dunkam & V. Varma (Eds.), Stress in teachers: Past, present and future (pp. 1–13). London: Whurr.
  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
  • Lambert, R., O’Donnell, M., Kusherman, J., & McCarthy, C. J. (2006). Teacher stress and classroom structural characteristics in preschool settings. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 105-120). Greenwich, CT: Information Age.
  • McCarthy, C. J., Lambert, R. G., Crow, E.W., & McCarthy, C. J. (2011). Coping, stress, and job satisfaction as predictors of advanced placement statistics teachers’ intention to leave the field. Retrieved December 28, 2012 from http://bul.sagepub.com/content/94/4/306.
  • Mills, N. (2011). Teaching assistants’ self‐efficacy in teaching literature: Sources, personal assessments, and consequences. The Modern Language Journal, 95(1), 61-80.
  • Mohammdi, E. & Mohammad Ali, E. (2015). The nature and sources of stress among EFL teachers. English for Specific Purposes World, 48(16).
  • Morris, D. B. & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 36(3), 232-245.
  • Motallebzadeh, K., Ashraf, H., & Yazdi, M. T. (2014). On the relationship between Iranian EFL teachers' burnout and self-efficacy. Procedia Social and Behavioral Sciences, 98, 1255-1262.
  • Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191-218.
  • Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in grades K-3. The Elementary School Journal, 141-156.
  • Roxas, C. C. (2009). Stress among public elementary school teachers. University of The Cordilleras Research Journal, 1(4).
  • Schonfeld, I. S. (1992). Assessing stress in teachers: Depressive symptoms scales and neutral self-reports of the work environment. In J. C. Quick, L. R. Murphy, & J. J. Hurrell, Jr. (Eds.), Stress and well-being at work: Assessment and interventions for occupational mental health (pp. 270–285). Washington, DC: American Psychological Association.
  • Schunk, D. H. & Meece, J. L. (2006). Self-efficacy development in adolescence. Self-Efficacy Beliefs of Adolescents, 5, 71-96.
  • Schunk, D. H. & Pajares, F. (2010). Self-efficacy beliefs. In Elsevier Ltd.
  • Schwarzer, R. (Ed.) (1992). Self-efficacy: Thought control of action. Washington, DC: Hemisphere.
  • Schwarzer, R. & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston (Eds.), Measures in health psychology: A user’s portfolio (pp. 35–38). Windsor: NFER-Nelson.
  • Schwarzer, R. & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: mediation analyses. Applied Psychology: An International Review, 57, 152-171.
  • Skaalvik, E. M. & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of educational Psychology, 99(3), 611.
  • Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069.
  • Skaalvik, E. M. & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1).
  • Skaalvik, E. M. & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
  • Tschannen-Moran, M. & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
  • Tschannen-Moran, M. & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Unal, S. (2000). Professional stress of teachers, its indicators and coping attitudes. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 149-155.
  • Van Dick, R. & Wagner, V. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Education Psychology, 71, 243-259.
  • Woolfolk Hoy, A. & Burke-Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A Comparison of four measures. Teaching and Teacher Education, 21, 343-356.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Hülya İpek

Aslı Akçay Bu kişi benim

Sibel Bayındır Atay Bu kişi benim

Gizem Berber Bu kişi benim

Tuncay Karalık Bu kişi benim

Temel Serdar Yılmaz

Yayımlanma Tarihi 13 Şubat 2018
Gönderilme Tarihi 17 Kasım 2017
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 1

Kaynak Göster

APA İpek, H., Akçay, A., Bayındır Atay, S., Berber, G., vd. (2018). The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors. Anadolu Journal of Educational Sciences International, 8(1), 126-150. https://doi.org/10.18039/ajesi.393945
AMA İpek H, Akçay A, Bayındır Atay S, Berber G, Karalık T, Yılmaz TS. The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors. AJESI. Şubat 2018;8(1):126-150. doi:10.18039/ajesi.393945
Chicago İpek, Hülya, Aslı Akçay, Sibel Bayındır Atay, Gizem Berber, Tuncay Karalık, ve Temel Serdar Yılmaz. “The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors”. Anadolu Journal of Educational Sciences International 8, sy. 1 (Şubat 2018): 126-50. https://doi.org/10.18039/ajesi.393945.
EndNote İpek H, Akçay A, Bayındır Atay S, Berber G, Karalık T, Yılmaz TS (01 Şubat 2018) The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors. Anadolu Journal of Educational Sciences International 8 1 126–150.
IEEE H. İpek, A. Akçay, S. Bayındır Atay, G. Berber, T. Karalık, ve T. S. Yılmaz, “The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors”, AJESI, c. 8, sy. 1, ss. 126–150, 2018, doi: 10.18039/ajesi.393945.
ISNAD İpek, Hülya vd. “The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors”. Anadolu Journal of Educational Sciences International 8/1 (Şubat 2018), 126-150. https://doi.org/10.18039/ajesi.393945.
JAMA İpek H, Akçay A, Bayındır Atay S, Berber G, Karalık T, Yılmaz TS. The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors. AJESI. 2018;8:126–150.
MLA İpek, Hülya vd. “The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors”. Anadolu Journal of Educational Sciences International, c. 8, sy. 1, 2018, ss. 126-50, doi:10.18039/ajesi.393945.
Vancouver İpek H, Akçay A, Bayındır Atay S, Berber G, Karalık T, Yılmaz TS. The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors. AJESI. 2018;8(1):126-50.