The role of self-efficacy, motivation and professional factors in the development of positive and negative stress in primary teachers and secondary school teachers of mathematics and English Online publication date: Tue, 29-Apr-2014
by Tamjid Mujtaba
International Journal of Quantitative Research in Education (IJQRE), Vol. 1, No. 1, 2013
Abstract: This study explored factors associated with the development of negative stress (distress) in teachers and examined the possibility of positive stress. Quantitative analysis was used to explore the relationship between stress and self-reported measures of job motivation, self-efficacy and teachers' perceptions of their professional lives from 1,187 primary and secondary teachers from schools in England. Bivariate and multivariate analysis indicated that teachers with high levels of stress also had high levels of self-efficacy and job motivation. There were statistically-significant differences between the analyses of the two different measurements of stress (one measuring the total amount of stress and the other measuring negative stress or distress); distress was associated with lower self-reports when compared to those associated with the total amount of stress.
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