Job stress and locus of control in teachers: comparisons between samples from the United States and Zimbabwe

Crothers, Laura M.; Kanyongo, Gibbs Y.; Kolbert, Jered B.; Lipinski, John; Kachmar, Steven P.; Koch, Gary D.

doi:10.1007/s11159-010-9176-6

Cited by 6 publications

(4 citation statements)

References 32 publications

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“…This result provides support for the significant effect of personal character on sports behavior. Crothers et al [38] argued that people who lack internal control tend to encounter emotional exhaustion and discomfort. On the other hand, people with internal control are less stressful.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Locus of Control, Agents of Socialization and Sport Socialization Situations on the Sports Participation of Women in Taiwan

Huang

Liu

Chang

et al. 2019

IJERPH

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Compared to men, the sports participation of women is lower, especially in the East. Not many studies have compared the impacts of locus of control, agents of socialization, and sport socialization situations on the sports participation of women. Hence, the purpose of this study is to explore the contributing factors which may promote the sports participation of women in Taiwan. To do this, 450 structured questionnaires were distributed to women in Chiayi, Taiwan, with an 89.3% return rate. The study found that internal locus of control, agents of socialization, and sport socialization situation had positive impacts on the sports participation of women. In line with these results, the study suggests the strengthening of the internal locus of control of women, making the best use of socialization agents, and improvement of sport socialization situations, in order to promote sports participation in women.

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Section: Discussionmentioning

confidence: 99%

The Effects of Locus of Control, Agents of Socialization and Sport Socialization Situations on the Sports Participation of Women in Taiwan

Huang

Liu

Chang

et al. 2019

IJERPH

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“…However, according to Bennett et al [ 16 ], people with a strong IHLC and PHLC use smartphone applications to take an active role in their health, while those with CHLC tendencies do not. In particular, Croster et al [ 17 ] found that people lacking an IHLC tend to experience emotional depletion and discomfort, while those with high levels can expect their IHLC to protect them from COVID-19-induced stressors.…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Korean Adolescents’ Sports Participation, Internal Health Locus of Control, and Wellness during COVID-19

Lee

2021

IJERPH

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This study was aimed at providing practical information to improve Korean adolescents’ wellness by empirically identifying its correlation with sports participation and having an internal health locus of control (IHLC) during the COVID-19 pandemic. This study comprised both a pilot test and a main study. We recruited 844 Korean adolescents as subjects in January 2021 to participate in an online self-reported survey. The reliability and validity of the scales used (sports participation, IHLC, and wellness) were verified through a pilot test. In the main study, we verified the differences between all variables according to adolescents’ demographic characteristics and the structural relationship of sports participation, IHLC, and wellness. Sports participation had a positive effect on IHLC (p < 0.001) and wellness (p < 0.001). Additionally, IHLC had a positive effect on wellness (p < 0.001). In juvenile educational institutions, there is a need to develop strategies to increase wellness, sports participation, and IHLC among adolescent students, which can improve their wellness in the context of the COVID-19 pandemic.

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“…Teachers and student teachers with an internal locus of control report lower stress than those with external ones (Huston, 1989;Lunenberg & Cadavid, 1992;Sadowski & Blackwell, 1985, 1987. This is particularly true for teachers in the United States (Crothers et al, 2011). If teachers believe that teacher evaluations are not a reliable and valid measure of their teaching (see Berliner, 2014, andCollins &Amrein-Beardsley, 2014), they may attribute their evaluations to luck rather than their own capabilities.…”

Section: Teacher Stress Job Satisfaction Morale and Locus Of Controlmentioning

confidence: 99%

Exploring the Intended and Unintended Consequences of High-Stakes Teacher Evaluation on Schools, Teachers, and Students

Lavigne

2014

Teachers College Record: The Voice of Scholarship in Education

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Background/Context The stakes are getting higher for teachers daily as more and more states adopt hiring, firing, and tenure-granting policies based on teacher evaluations. Even more concerning is the limited discussion about whether or not high-stakes teacher evaluation can meet the intended outcome of improved student achievement, and at what cost. These high-stakes decisions are based on the rationale that firing ineffective teachers (as primarily measured by observation data and value-added scores) will improve student achievement. This premise is challenged by various variables and assumptions (e.g., reliability, validity, percentage fired, and turnover) that, if not met, could result in a number of possible unintended consequences. Focus of Study This paper examines the history of high-stakes teacher evaluation and the ways in which teacher evaluation data are being used in today's schools to make human capital decisions. The intended consequences and unintended consequences are explored in great detail. Research Design This paper is an analytic essay. Conclusions/Recommendations There is no evidence that high-stakes teacher evaluation can produce a more effective teacher workforce and improve student achievement. Even if basic requirements and assumptions are met (e.g., highly reliable and valid measures, retention of effective teachers, and highly effective hires), gains in student achievement may be short lived, insignificant, or practically meaningless. The possible unintended consequences could result in worse, rather than better, student achievement outcomes and increase the gap in opportunity to learn for students attending the most and least affluent schools.

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Job stress and locus of control in teachers: comparisons between samples from the United States and Zimbabwe

Cited by 6 publications

References 32 publications

The Effects of Locus of Control, Agents of Socialization and Sport Socialization Situations on the Sports Participation of Women in Taiwan

The Effects of Locus of Control, Agents of Socialization and Sport Socialization Situations on the Sports Participation of Women in Taiwan

The Relationship between Korean Adolescents’ Sports Participation, Internal Health Locus of Control, and Wellness during COVID-19

Exploring the Intended and Unintended Consequences of High-Stakes Teacher Evaluation on Schools, Teachers, and Students

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