The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition
By Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, K. van Veen. 2018
309 citations recorded by the source corpus.
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.
Subfields: Clinical Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/8b527b3efba0081bb48aca351fd0bd7ff104b1ef
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In Clinical Psychology
In Education
In Social Psychology
Citations in the corpus
- Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic (2020, background): “In contrast, stress is the result of the appraised mismatch between job demands and resources (Bakker & Demerouti, 2007; McCarthy et al., 2015), and may eventually lead to teacher burnout and attrition (Harmsen et al., 2018; Maulana, Helms-Lorenz, & van de Grift, 2015).”