Relationships between self-efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers

2009 ◽  
Vol 25 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Yan E. Shen
Keyword(s):  
Social Support ◽  
Secondary School ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Stress Coping ◽  
School Teachers ◽  
Stress Coping Strategies ◽  
Primary And Secondary School

Analysis of the correlation between occupational stress and mental health of primary and secondary school teachers

Work ◽  
2021 ◽  
pp. 1-13
Author(s):  
Yundong Ji ◽  
Dingding Wang ◽  
Michaela Riedl
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Secondary School ◽  
Occupational Stress ◽  
Secondary School Teachers ◽  
Work Load ◽  
School Teachers ◽  
Career Expectation ◽  
Class Teacher ◽  
Primary And Secondary School

BACKGROUND: With the rapid advancement of the educational reform, the requirements for primary and secondary school teachers are increasing, which makes the work pressure of teachers become greater, which can lead to a variety of mental health problems. It is the primary task to promote the psychological health of primary and secondary school teachers by analyzing the stress of teachers and putting forward reasonable countermeasures. OBJECTIVE: The study aimed to analyze the direct and indirect effects of occupational stress on the mental health level of primary and secondary school teachers. METHODS: 317 teachers from 6 rural primary and secondary schools in Zhejiang province were selected as research subjects. A questionnaire was designed to collect information of occupational stress, mental health, and social support scores. The teachers were compared for differences in gender, marriage status, class teacher, occupational stress, and mental health. The correlation among occupational stress, mental health, and social support was analyzed by structural equation model. RESULTS: The occupational stress of male teachers was higher than that of female teachers in self-development, work load, and career expectation, and the mental health was lower than that of female teachers in work (P <  0.05). The occupational stress of married teachers was significantly higher than that of unmarried teachers, and their mental health was significantly higher than that of unmarried teachers (P <  0.05). The occupational stress of teachers with senior professional titles was lower than that of teachers with primary and intermediate titles in the dimensions of self-development, work load, and career expectation (P <  0.05). The occupational stress of class teachers was higher than that of non-class teachers in terms of student factors, work load, and career expectation (P <  0.05). The direct path coefficient between occupational stress and mental health was –0.421, and the indirect path coefficient between occupational stress and mental health was –0.172. CONCLUSIONS: The occupational stress of male, married, class teacher, and teacher with the primary and intermediate titles was significantly greater than that of female, unmarried, non-class teacher, and senior title teacher. In conclusion, the occupational stress of primary and secondary school teachers can not only directly predict the mental health level, but also indirectly affect the mental health level through social support.

scholarly journals STUDENT MISBEHAVIOUR, TEACHER SELF-EFFICACY, BURNOUT AND JOB SATISFACTION: EVIDENCE FROM CROATIA

2021 ◽  
Vol 79 (4) ◽  
pp. 657-673
Author(s):  
Tomislava Vidić ◽  
Marina Đuranović ◽  
Irena Klasnić
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Classroom Management ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Type Of School ◽  
Primary And Secondary School

Student misbehaviour is an increasing problem of contemporary school. The aim of this research was to examine the extent to which teachers perceive student misbehaviour, how self-efficient they are, how satisfied they feel with support from their environment and with the teaching job itself, and to which extent they experience the burnout syndrome. The research included 603 primary and secondary school teachers in the Republic of Croatia, and it found quite low, but significant negative correlations between student misbehaviour and teachers’ self-efficacy, personal accomplishment, and job satisfaction. Besides, positive correlations between student misbehaviour and teacher burnout were also proven. Statistically significant differences between primary and secondary school teachers were found in their experience of student misbehaviour, dealing with adversities related to student misbehaviour and provided support from expert associates. The results of regression analysis indicate that the overall misbehaviour and satisfaction with help from parents significantly contribute to satisfaction with the teaching profession, and emotional exhaustion and depersonalization lead to decrease of job satisfaction. The results also indicate that demographic characteristics, namely years in service and the type of school, do not contribute to the explanation of neither burnout nor job satisfaction. The implications applicable in practice could relate to the need for preventing student misbehaviour and empowering teachers, regardless of their in-service years and the type of school they work at. Keywords: burnout, classroom management, job satisfaction, quantitative methodology, self-efficacy

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