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Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress

Putwain, DW and von der Embse, NP (2018) Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress. Educational Psychology. ISSN 0144-3410

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Abstract

Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 13/11/18, available online: http://www.tandfonline.com/10.1080/01443410.2018.1500681
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1701 Psychology, 1702 Cognitive Science
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: School of Education
Publisher: Taylor & Francis
Date Deposited: 19 Dec 2018 11:31
Last Modified: 19 Dec 2018 16:40
DOI or Identification number: 10.1080/01443410.2018.1500681
URI: http://researchonline.ljmu.ac.uk/id/eprint/9843

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