The effects of human relations training on reported teacher stress, pupil control ideology and locus of control

Hall, Eric; Hall, Carol; Abacı, Ramazan

doi:10.1111/j.2044-8279.1997.tb01260.x

Cited by 19 publications

(10 citation statements)

References 7 publications

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“…self-ef®cacy and sense of control at work are found to be effective in alleviating job stress and burnout among teachers (Farber, 2000;Friedman, 2000;Hall et al, 1997). …”

mentioning

confidence: 96%

Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout

et al. 2001

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SummaryThis study examined the mental health outcomes of job stress among Chinese teachers in Hong Kong. A total of 269 Chinese teachers participated in Study 1 which provided crosssectional data regarding the associations among stress resource factors, burnout, and negative mental health. Study 2 was a six-month longitudinal study which aimed to establish the direction of the associations among the hypothesized variables across two time points with a separate sample of 61 Chinese secondary school teachers. Results of the structural equation modelling analyses on the cross-sectional data at T1 showed that stress resource factors of self-ef®cacy and proactive attitude were negatively related to burnout, which in turn had a direct effect on negative mental health. Stress resource factors were also directly linked to mental health status of teachers. Results of similar analyses on the longitudinal data at T2 further indicated that burnout at T1 had a direct impact on burnout at T2, which in turn had a direct effect on negative mental health at T2. Findings and limitations of the study were discussed.

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“…self-ef®cacy and sense of control at work are found to be effective in alleviating job stress and burnout among teachers (Farber, 2000;Friedman, 2000;Hall et al, 1997). …”

mentioning

confidence: 96%

Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout

et al. 2001

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“…Programmes based upon individualistic cultural values aimed at increasing teacher internality (e.g. Hall et al 1997;Haury 1985) in order to reduce teacher stress would appear to have little relevance in Zimbabwe and, by extension, in collectivistic cultures given that Zimbabwean teacher job stress was unrelated to their LOC. Rather, Zimbabwean teachers' stress appears to be more related to their society's lack of economic resources.…”

Section: Discussionmentioning

confidence: 92%

“…Western intervention studies based on LOC theory have sought to increase teachers' internality by emphasising self-management, the need to clarify goals, and individualised course expectations (e.g. Hall et al 1997;Haury 1985). Objectives like these are consistent with the tendency within individualistic cultures to regulate their distress without outside assistance (Friedlmeier and Trommsdorff 1999).…”

Section: Aimsmentioning

confidence: 97%

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

et al. 2010

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This study examines the relationship between educators' locus of control and job stress using samples from the US and Zimbabwe. Multiple regression analyses are used to identify significant relationships in the US sample between teachers' external locus of control and the severity of the job stress that they experience, coupled with the perceived degree of organisational support received. However, this relationship between the locus of control and stress indices could not

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“…Human relations training might be one of several answers. For example, Hall et al (1997) reported results from an evaluation of a two year human relations training programme for teachers. The authors concluded that symptoms of burnout decreased, attitudes toward pupils tended to shift from custodial to humanistic and an increased sense of control was attained among the teachers.…”

Section: Practical Implicationsmentioning

confidence: 97%

Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers

Jacobsson

Pousette

Thylefors

2001

Scandinavian Journal of Educational Research

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The purpose of this study was to create guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions (emotional exhaustion and irritation) and feelings of mastery among Swedish comprehensive school teachers. Data were collected via a questionnaire distributed to 928 teachers in 27 schools. The response rate was 89%. Multiple regressions were conducted on colleague support, cooperation, coordination problems, goal clarity, learning orientation, manager support, negative feedback, positive feedback, pupil misbehaviour, teacher age, work control and perceived work demands, all as independent variables. Perceived work demands was treated as a dependent variable in an additional regression analysis. Teacher stress reactions were best predicted by perceived work demands, pupil misbehaviour and negative feedback. Feelings of mastery were best predicted by learning orientation, positive feedback and goal clarity. In the additional analysis perceived work demands was best predicted by pupil misbehaviour, coordination problems and (low) work control. Practical implications are discussed.

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The effects of human relations training on reported teacher stress, pupil control ideology and locus of control

Abstract: These results provide support for including experiential human relations training as part of both the in-service and initial teacher training programmes.

Cited by 19 publications

References 7 publications

Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout

Mental health outcomes of job stress among Chinese teachers: role of stress resource factors and burnout

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

Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers

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