Stress, Self-Efficacy, Social Support, and Psychological Distress Among Prospective Chinese Teachers in Hong Kong

By D. Chan. 2002

218 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/71c9a398b83b197a1440dba05871862103ca6d28

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Social Psychology

Citations in the corpus

Predicting Teacher Anxiety, Depression, and Job Satisfaction (2012, unknown): “Although teachers may have little or no control over workload, student behaviour, and working conditions, social supports may ease distress (Chan, 2002; Mirowsky & Ross, 2003; Revicki et al., 1993).”
Sources of social support, job satisfaction, and quality of life among childcare teachers (2017, background): “Moreover, social support served as a protective factor for teacher stress management (Chan, 2002).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, background): “There is a bulk of research investigating teacher stress and its effects (e.g. Betoret, 2006; Chan, 2002; Fisher, 2011; Ganji & Ebrahimi, 2011; Goker, 2012; Hanif, Tariq, & Nadeem, 2011; Kyriacou & Chien, 2004; Martin, Sass, & Schmitt, 2012; Vaezi & Fallah, 2011).”
Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support (2011, result): “Other studies of teachers provide evidence that support can buffer the negative impact of work-related stressors (Chan, 2002; van Dick & Wagner, 2001).”
The measurement of teacher efficacy: Hong Kong primary in‐service teachers (2006, background): “In terms of pre-service teachers, Chan’s (2002) study invited only 83 prospective Hong Kong teachers to examine their stress, self-efficacy, social support and psychological distress.”
Teacher efficacy: A comparative study of Hong Kong and Shanghai Primary in-service teachers (2008, unknown): “The English version of the Scale was intended to have a better understanding of how well teachers deal with difficult tasks in school (Tschannen-Moran & Hoy, 2001; Tschannen-Moran et al., 1998). Kennedy and Hui’s (2006) study only applied the Chinese version of the Scale to 228 Hong Kong in-service ”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “The challenges involved in providing individually appropriate instruction are formidable (Burke & Greenglass, 1993; Chan, 2002; Grace, 2012; Schwab & Iwanicki, 1982).”
Stressors, Self‐Efficacy, Coping Resources, and Burnout among Secondary School Teachers in Spain (2006, background): “This has been recognised as a widespread problem in teachers and has received a great deal of research attention (Boyle, Borg, Falzon, & Baglioni, 1995; Chan, 2002; Galloway, Panckhurst & Boswell, 1986; Guglielmi & Tatrow, 1998; Horn & Schaufeli, 1997; Kyriacou, 1987, 1998; Van-Der-Doef & Maes, 2002”
Resilient teachers: resisting stress and burnout (2004, background): “... are particularly at risk and that this is an international phenomenon is indicated by an extensive research literature comprising studies from a wide range of developed countries (e.g., Kay-Cheng, 1986; Borg & Falzon, 1990; Schaufeli & Daamen, 1994; Soyibo, 1994; Cheuk & Wong, 1995; Hui & Chan, ”
Stress and psychological distress among trainee secondary teachers in England (2008, background): “The relationship between teacher stress and psychological distress is complex (Chan, 2002 ), as it encompasses such a wide range of symptoms.”