The Potency of Humor and Instructional Self-Efficacy on Art Teacher Stress

Evans-Palmer, Teri

doi:10.1080/00393541.2010.11518824

Cited by 20 publications

(3 citation statements)

References 25 publications

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“…Seeing the regulatory role of labor resources and personal self-efficacy, we have confirmed their dynamic capacity to nurture emotional resilience. The latter, in its essence and content, is the central personal force that guarantees a teacher's ability to withstand challenges, to guard against burnout (Tait, 2008;Evans-Palmer, 2010;Mansfield et al, 2012;Gu and Day, 2013). This is important in everyday practice as demanding context prevails in teachers' work.…”

Section: Discussionmentioning

confidence: 99%

Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave

Bagdžiūnienė,

Kazlauskienė,

Nasvytienė

et al. 2023

Front. Psychol.

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The continuing attention of scholars and practitioners to the teaching profession, teachers and teaching is based above all on the fact that societal progress is impossible without an effective education system. Teachers are the “soft” dynamic, and at the same time, a driving force in this constantly changing system, and research into the prerequisites for their effective performance requires constant attention. In this study, the main phenomenon under analysis is the emotional resilience of teachers–the internal capacity to adapt, manage or cope with emotionally demanding situations. The purpose was to investigate work-related and personal resources that contribute to teachers’ emotional resilience and its role in the links between resources, teacher well-being, and the intention to leave. Data were collected using convenience sampling and included 522 teachers working in Lithuanian primary and secondary schools. An online self-administered questionnaire consisted of scales that assessed teachers’ job resources, self-efficacy, well-being, and intention to leave. The research revealed that perceived workplace characteristics – performance feedback, autonomy, social support, and opportunities for professional growth–along with self-efficacy were positively related and predicted teacher emotional resilience. Emotional resilience was found to be a direct positive predictor of teacher well-being along with job resources and self-efficacy and have a mediating effect on the relationships between work-related resources and self-efficacy as independent variables and teacher wellbeing as a dependent variable. Contrary to well-being is teachers’ intention to leave a school, which is usually an undesirable outcome for an organization. The study revealed that this intention is negatively affected by job resources and self-efficacy, however emotional resilience did not impact teachers’ intention to quit. Based on the results, the article outlines avenues for further research and provides implications for strengthening teachers’ emotional resilience.

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Section: Discussionmentioning

confidence: 99%

Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave

Bagdžiūnienė,

Kazlauskienė,

Nasvytienė

et al. 2023

Front. Psychol.

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“…Previous studies have shown that having a well‐developed sense of humor is beneficial to students and teachers alike. While the literature has not indicated a causal link between humor and learning (Huss, ), research has noted that humor as a pedagogical tool can enhance self‐esteem, increase self‐motivation, reduce classroom anxiety, and promote higher‐level thinking skills, which are factors that can facilitate learning (Berk, ; Evans‐Palmer, ). In addition, teacher enthusiasm is strongly related to student success (Cabello & Terrell, ), and using and having a sense of humor is associated with long‐term retention of course material and better information recall (Glenn, ; Hill, ).…”

Section: Review Of the Literaturementioning

confidence: 99%

Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams

Swanson

2013

Foreign Language Annals

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Research suggests that second/foreign language teachers' sense of humor is directly related to many outcomes for teachers and their students. This research investigates the relationship between the perceived sense of humor of in‐service Spanish teachers' (n = 102) and their students' (n = 5,419) score on the National Spanish Exams using the affective filter hypothesis as a conceptual framework. Statistical analyses indicate that Spanish teacher sense of humor is related to student achievement on the exams. This research has implications for language teachers and teacher educators.

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“…When teachers have a sense of humor and children appreciate humor, it contributes positively to the classroom atmosphere and helps children learn more enjoyably. Humor can increase self-esteem and self-motivation, reduce classroom anxiety and facilitate learning (Berk, 1996;Evans-Palmer, 2010). Studies have shown that having a sense of humor is beneficial for both children and teachers.…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers' Sense of Humor and Children's Appreciation of Humor

ESKİDEMİR MERAL,

GÖK

2023

İnsan Ve Sosyal Bilimler Dergisi

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This study, which was conducted with 364 preschool children and 47 preschool teachers in order to determine the relationship between preschool teachers' sense of humor and children's appreciation of the value of humor in their classrooms, is a relational survey model. The data of the study were collected with "Personal Information Form", "Multidimensional Sense of Humor Scale- Updated Turkish Form" used to determine teachers' sense of humor, "Humor Observation Form'' prepared by the researcher to determine children's appreciation of the value of humor, and "Humor Observation Form" and used with a 5-minute video with examples suitable for the stages in Paul McGhee's humor development theory. It was determined that preschool teachers' sense of humor was at a good level, and there was no significant difference between teachers' sense of humor and teachers' age, class size, and age of children in their classes. It was determined that the sense of humor of teachers with a seniority of 11-15 years was significantly higher than those with a seniority of 16 years and above. It was determined that children's appreciation of the value of humor was at a moderate level, and there was no significant difference between the gender of the children and both their appreciation of the value of humor and their level of finding the video funny. It was determined that there was a significant difference between the ages of the children and both their appreciation of the value of humor and their level of finding the video funny. 61-72 month old children's levels of appreciating the value of humor and finding the video funny were higher than 48-60 month old children. It was determined that there was no significant relationship between teachers' sense of humor and children's appreciation of humor.

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The Potency of Humor and Instructional Self-Efficacy on Art Teacher Stress

Cited by 20 publications

References 25 publications

Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave

Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave

Spanish Teachers' Sense of Humor and Student Performance on the National Spanish Exams

Preschool Teachers' Sense of Humor and Children's Appreciation of Humor

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