Title: 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
Authors: Tamjid Mujtaba
Addresses: Institute of Education, University of London, 20 Bedford Way, WC1H 0AL, London, UK
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.
Keywords: negative stress; distress; self-efficacy; job motivation; positive stress; professional factors; teaching profession; primary teachers; secondary teachers; mathematics education; English education; primary education; secondary education; primary schools; secondary schools; quantitative analysis; teacher perceptions; England.
International Journal of Quantitative Research in Education, 2013 Vol.1 No.1, pp.103 - 119
Available online: 29 Jul 2013 *Full-text access for editors Access for subscribers Purchase this article Comment on this article