School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.

Abstract

The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables-teachers' sense of stress, teaching efficacy, and job satisfaction-and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. The sample included 664 elementary and secondary school teachers from British Columbia and Ontario, Canada. Participants completed an online questionnaire about the teacher outcomes, perceived school climate, and beliefs about social-emotional learning (SEL). Structural equation modeling was used to examine an explanatory model of the variables. Of the 2 SEL beliefs examined, teachers' comfort in implementing SEL had the most powerful impact. Of the 4 school climate factors examined, teachers' perceptions of students' motivation and behavior had the most powerful impact. Both of these variables significantly predicted sense of stress, teaching efficacy, and job satisfaction among the participants. Among the outcome variables, perceived stress related to students' behavior was negatively associated with sense of teaching efficacy. In addition, perceived stress related to workload and sense of teaching efficacy were directly related to sense of job satisfaction. Greater detail about these and other key findings, as well as implications for research and practice, are discussed.

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

“…The behavior and response of students to a teacher's instruction was identified as an influential factor in teacher burnout. Specifically, both increased stress and decreased job satisfaction, both aspects of burnout, were found among teachers experiencing poor student behavior (Collie, Shapka, & Perry, 2012;Kokkinos, 2007). Lack of parental support and cooperation were also identified as contributing factors to burnout and to lower teacher retention (Hughes, 2012).…”

Les enseignants canadiens à risque de décrochage : portrait général et comparaison entre les régions

“…dans l'avenir, les systèmes scolaires ne pourront attirer et retenir les enseignants que s'ils améliorent contiles enseignants canadiens à risque de décrochage nuellement la qualité de vie au travail, comme le soulignent Barnabé (1993), collie et ses collaborateurs (2012) de même que l'ocde (2005). cette amélioration fait évidemment appel à une combinaison d'actions multiples ayant trait aux ressources éducatives, au statut professionnel, à la gratification, au soutien administratif, à l'aménagement des tâches, aux avantages sociaux et à la rémunération (collie et al, 2012 ;Mccarthy, lambert, crowe, & Mccarthy, 2010 ;Perrachione et al, 2008). au terme de cette étude, nous reconnaissons les limites imposées par les données utilisées.…”

“…au fil du temps, ces émo-tions contribuent à produire et à structurer ce que les auteurs qualifient de rapport au métier (dinham & scott, 2000 ; hong, 2010 ; lessard et al,Parmi les dimensions du rapport au métier susceptibles de nourrir la persévérance ou le décrochage, nombre de recherches ont mis en relief la satisfaction professionnelle tant extrinsèque qu'intrinsèque (Brackett, Palomera, Mojsa-Kaja, reyes, & salovey, 2010 ;collie, shapka, & Perry, 2012 ;lytle, 2013 ;skaalvik & skaalvik, 2009). la dimension extrinsèque correspond aux réactions de l'individu face aux caractéristiques de l'éta-blissement ou de son organisation reliées aux aspects suivants : le leadership de la direction, la qualité et la quantité des ressources matérielles disponibles, la réputation de l'établissement scolaire, le comportement et la performance scolaire des élèves, le climat de sécurité au sein de l'école et de la classe, la taille de la classe, la qualité des locaux, le volume des tâches ainsi que les activités de développement professionnel (collie et al, 2012 ;dinham & scott, 1998Fresko, 1997 ;rieg, Paquette, & chen, 2007). aussi, certains auteurs étasuniens ont évoqué l'insuffisance de soutien de la part des autorités et des collègues comme facteur principal du sentiment d'inefficacité (Betoret, 2007 ;ingersoll, 2001 ;sass et al, 2011 ;shachar, 1997).…”

Propriedades psicométricas da escala de percepção de estressores ocupacionais dos professores (EPEOP)

“…Exige-se dos docentes a qualidade de ensino, entretanto, suas condições de trabalho são marcadas pela precarização dos recursos humanos e dos recursos materiais, baixos salários e pelas inúmeras funções que devem exercer dentro do contexto escolar, cenário que contribui para desencadear esgotamento (Gomes, & Brito, 2006). A presença de diversos fatores ligados ao trabalho dos professores como a falta de interesse e a indisciplina dos alunos (Dalagasperina, & Monteiro, 2014;Gomes, Montenegro, Peixoto, & Peixoto, 2010), a falta de estrutura, a falta de diálogo, o autoritarismo da coordenação e da direção da escolar, o individualismo por parte de colegas, os baixos salários (Collie, Shapka, & Perry, 2012;Dolton, & Marcenaro-Gutierrez, 2011;Costa, & Rocha, 2013;Donatelli, & Oliveira, 2010); a falta de recursos, a falta de tempo, os compromissos excessivos, as turmas de difícil manejo, hostilidade dos pais e a falta de assistência e apoio de administradores e gestores públicos (Khan, 2014); têm sido apontados como estressores. Na atualidade, a profissão docente é comumente reconhecida como tendo elevados níveis de estresse profissional (Hanif, Tariq, & Nadeem, 2011;Klassen, & Chiu, 2010).…”