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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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Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress.pdf - Accepted Version Download (1MB) | Preview |
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: | Education |
| Publisher: | Taylor & Francis |
| Date Deposited: | 19 Dec 2018 11:31 |
| Last Modified: | 04 Sep 2021 09:51 |
| DOI or ID number: | 10.1080/01443410.2018.1500681 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/9843 |
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