Linking young teachers’ self-efficacy and responsibility with their well-being: the mediating role of teaching emotions

Zheng, Shuang; Liu, Hongrui; Yao, Meilin

doi:10.1007/s12144-022-03342-1

Cited by 14 publications

(8 citation statements)

References 76 publications

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“…Similar results were obtained by Author et al ( 2022), who contend that the burnout syndrome affects the preparation for a test. Similarly, Zheng et al (2022) conclude that the burnout syndrome promotes emotional exhaustion. A positive effect on the number of study hours was also observed.…”

Section: Discussionmentioning

confidence: 97%

Effects of Training for Obtaining a Teaching Post in Spain in Terms of Stress, Burnout Syndrome, Resilience and Hours of Study: Structural Equation Models

Melguizo-Ibáñez

González-Valero

Zurita-Ortega

et al. 2022

Preprint

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The preparation to qualify for a permanent placement as a public teacher (civil servant) in Spain is a complex process. The aim of this study is to empirically investigate the levels of resilience, stress, the burnout syndrome and study hours of candidates preparing for the state examination to get a permanent placement in the Spanish education system in relation to different education levels and to research the effects of resilience, stress and burnout syndrome on the number of study hours spent by teacher candidates in relation to different education levels. This paper presents the results of a descriptive, comparative and non-experimental investigation with a sample of 4117 teacher candidates in Spain. The instruments used for the data collection were adapted Spanish versions of the Perceived Stress Scale, the Maslach Burnout Inventory and the Connor-Davidson Resilience Scale. Finally, the conclusions drawn suggest that the preparation to obtain a permanent teaching post in Spain raises the levels of burnout syndrome and stress among teacher candidates.

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Section: Discussionmentioning

confidence: 97%

Effects of Training for Obtaining a Teaching Post in Spain in Terms of Stress, Burnout Syndrome, Resilience and Hours of Study: Structural Equation Models

Melguizo-Ibáñez

González-Valero

Zurita-Ortega

et al. 2022

Preprint

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“…In the context of teaching, psychological well-being encompasses various dimensions. A key dimension is job satisfaction, reflecting a teacher's contentment with their professional role and the fulfillment derived from their work (Skaalvik and Skaalvik, 2017;Derakhshan et al, 2022;Zheng et al, 2022).…”

Section: Wellbeingmentioning

confidence: 99%

“…Emotions are the precursors of well-being, according to the broaden-and-build hypothesis of pleasant emotions (Tugade et al, 2004). Pleasurable feelings, like well-being, increase cognitive and attention spans as well as social and psychological capital that contributes to a person's overall wellbeing by lowering burnout and raising job satisfaction among educators (Huang et al, 2019;Zheng et al, 2022;Fathi et al, 2023b). Negative emotions, such as anger and anxiety, on the other hand, cause people to become less focused and less able to develop multiple psychological capabilities, such as resilience.…”

Section: Wellbeingmentioning

confidence: 99%

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Zheng,

Huang,

2024

Front. Psychol.

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IntroductionThis study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers.MethodsA sample of 456 Chinese EFL teachers participated in this study. Valid scales were administered to collect data on gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. Structural Equation Modeling (SEM) was employed to investigate these relationships.ResultsThe findings reveal significant connections between gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. SEM analysis demonstrates that gratitude and job crafting have direct effects on teacher psychological well-being. Furthermore, teacher-student relationships were identified as a mediator in these relationships.DiscussionThis study underscores the importance of gratitude and job crafting in enhancing the psychological well-being of EFL teachers. It highlights the mediating role of positive teacher-student relationships in the associations between gratitude, job crafting, and teacher psychological well-being. These results have implications for the development of interventions and practices aimed at promoting gratitude, job crafting, and positive teacher-student relationships in the EFL teaching context.

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“…Empirical studies conducted with teachers, trainee teachers and student teachers have shown that teachers' self-efficacy expectations, often measured as motivational orientations in professional competence models [39], have a weakening effect on negative strain and a strengthening effect on positive strain [16,20,36,[40][41][42]. In educational settings, teachers' self-efficacy refers to teachers' beliefs in their own abilities to cope with new or challenging demands, organize students' learning and influence student outcomes [43][44][45][46]. Peperkorn et al [4] examined the importance of general self-efficacy expectations in inclusive settings among teachers and found that they had a small moderating effect on negative strain and were positively correlated with job satisfaction.…”

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Oetjen

2023

Education Sciences

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Inclusive internal resources moderate teachers’ mental health and predict teachers’ inclusive practices. Therefore, it is important to enhance inclusive internal resources during the beginning of initial teaching experiences. Applying the job demands–resources (JD-R) theory to explain strain and the theory of planned behavior to elucidate behavior, it can be assumed that teachers’ inclusive resources lead to a reduction in negative strain, an increase in positive strain and efficient (intended) inclusive practices as occupational outcomes. However, there is a lack of scientific evidence to support this assumption among pre-service teachers. To ensure that student teachers had teaching experiences in inclusive settings, the present study was conducted after pre-service teachers’ final teaching practicum in the university phase of teacher education. A total of 294 pre-service elementary school teachers from one university in Germany participated. Structural equation models suggested that inclusive self-efficacy expectations and attitudes towards inclusion predicted students intended inclusive practices, but so did professional engagement as a positive strain. While professional engagement only correlated with inclusive self-efficacy expectations, the self-perceived stress intensity of a challenging student as negative strain negatively correlated with inclusive self-efficacy expectations and personal resistance.

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Linking young teachers’ self-efficacy and responsibility with their well-being: the mediating role of teaching emotions

Cited by 14 publications

References 76 publications

Effects of Training for Obtaining a Teaching Post in Spain in Terms of Stress, Burnout Syndrome, Resilience and Hours of Study: Structural Equation Models

Effects of Training for Obtaining a Teaching Post in Spain in Terms of Stress, Burnout Syndrome, Resilience and Hours of Study: Structural Equation Models

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

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