Teacher Stress: The Mediating Role of Collective Efficacy Beliefs

By Robert M. Klassen. 2010

233 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/38802e536801e8f3d46d7cba284b8e4198bb867c

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Citations in the corpus

Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “(2014), Klassen & Chiu (2011) and Klassen et al. (2013). Empirical research exploring how self-efficacy and collective efficacy relate to engagement is scarce.”
How emotionally intelligent are pre-service teachers? (2012, background): “The stress that teachers experience has been recognised as an international phenomenon, with studies on teacher stress having been conducted in Canada (Klassen, 2010), France (Pedrabissi, Rolland, & Santinello, 1993), Italy (Pisanti, Gagliardi, Razzino, & Bertini, 2003), the Netherlands (de Heus & D”
Teachers’ resilience and well-being: a role for educational psychology (2014, background): “misbehaviour has been found to be associated with increased stress and burnout, to undermine teachers’ resilience and be a significant precipitating factor for those who decide to leave teaching (Hastings & Bham, 2003; Ingersoll & Smith, 2003; Klassen, 2010; Klassen & Anderson, 2009; Martin et al., ”
Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review (2022, background): “Klassen 2010 [77] Canada Survey 951/- (Approximately 75%) Elementary/secondary Teacher Stress Inventory.”
Personal and contextual factors related to teachers’ experience with stress and burnout (2018, background): “In particular, the sequential explanatory design did not address potential differences between elementary and secondary teachers that have been examined in prior literature (e.g. Byrne, 1994; Klassen, 2010; Richards et al., 2016).”
The Power of Collective Efficacy. (2018, background): “In addition, when collective teacher efficacy is lacking, educators are more likely to ascribe failure to students' lack of ability, seek exclusion for challenging students (Gibbs & Powell, 2011), and experience higher levels of stress (Klassen, 2010; Lim & Eo, 2014).”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, result): “Workload stress and teaching efficacy were both directly related to teachers’ sense of job satisfaction in ways that were supported by previous research (e.g., Caprara et al., 2006; Klassen, 2010).”