ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01126.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

There is a widespread belief that work related stress among teachers is serious, with implications for teachers' health status and performance. The difficulty with interpreting data on teacher stress is that the measuring instruments used are often neither standardised nor sometimes focused on stressors pertinent to the occupational roles of teachers. This study, therefore, uses a recently developed test instrument called the Occupational Stress Inventory (OSI) which concisely measures occupational stress, strain and coping resources. Data were obtained, using the OSI, from a group of vocational teachers and compared to a group of professional non‐teachers. Overall the results showed a significantly higher level of teacher stress, although only one of 10 stress and strain measures contributed to this effect. The implications for teachers, in terms of occupational role, are discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01127.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The tripartite components of burnout and eight coping strategies were assessed in a sample of 415 Chinese secondary school teachers in Hong Kong. While emotional exhaustion and depersonalisation were relatively undifferentiated among these teachers, a reduced sense of accomplishment as a distinct component of burnout was generally reported. The findings that avoidant coping strategies were consistently related to all three aspects of burnout suggested that teachers employing escape‐avoidance to cope with stressors might be more prone to burnout. Implications for promoting certain patterns of coping to combat burnout were discusse

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01128.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Will an effective discipline policy improve student misbehaviour and result in a reduction of teacher stress? It is commonly believed that student misbehaviour is a major cause of teacher stress, and that the degree of student misbehaviour is reflected in student suspension rates. Moreover, it is believed that student misbehaviour can be reduced by improving a school's discipline policy through the collaborative efforts of whole school communities. As a result of growing concern about student misbehaviour and teacher stress, aWhole School Approach to Discipline and Student Welfareprogramme was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programme and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programme was effective in reducing teacher stress, there was no mean change in student misbehaviour. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehaviour. It was also found that student suspension rates were not related to student misbehaviour, but could be predicted on the basis of a school's discipline policy and the self‐esteem of teachers. Two and three wave causal analyses also demonstrated the problems associated with using cross‐sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehaviour. Rather, it is more appropriate to develop a supportive organisational climate that enables teachers to cope with the student misbehaviour that confronts t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01129.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full‐time primary school teachers was undertaken by Borg, Riding&Falzon (1991) in the Mediterranean islands of Malta and Gozo. A principal components analysis of a 20‐item sources of teacher stress inventory had suggested four distinct dimensions which were labelled: Pupil Misbehaviour, Time/Resource Difficulties, Professional Recognition Needs, and Poor Relationships, respectively. To check on the validity of the Borget al.factor solution, the group of 710 teachers was randomly split into two separate samples. Exploratory factor analysis was carried out on the data from Sample 1 (N=335), while Sample 2 (N=375) provided the cross‐validational data for a LISREL confirmatory factor analysis. Results supported the proposed dimensionality of the sources of teacher stress (measurement model), along with evidence of an additional teacher stress factor (Workload). Consequently, structural modelling of the ‘causal relationships’ between the various latent variables and self‐reported stress was undertaken on the combined samples (N=710). Although both non‐recursive and recursive models incorporating Poor Colleague Relations as a mediating variable were tested for their goodness‐of‐fit, a simple regression model provided the most parsimonious fit to the empirical data, wherein Workload and Student Misbehaviour accounted for most of the variance in predictin

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01130.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01131.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The purpose of this research was to investigate the extent to which self‐efficacy acts as a mediating variable between the learning environment and achievement. Seven year 5 classes (N=179 students aged 9 to 10 years) were allocated randomly to cooperative, competitive or individualistic environments for twice‐weekly social studies lessons, changing environments after five weeks. Data collected on self‐efficacy and achievement in weeks 5 and 10 indicated that co‐operative environments led to higher self‐efficacy and achievement as well as more appropriate behaviour. The performance of particular tasks under competition appears to be enhanced when students have previously worked co‐operatively, but may be difficult to sustain as self‐efficacy and behaviour stan

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01132.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

The relationship between shyness and self‐esteem was assessed for two samples of children aged 9 to 12 years. Shyness was measured by a new self‐report questionnaire based on an elicitation of children's conceptions of shyness. Shyness was significantly correlated with measures of global self‐esteem, with external locus of control and with perceived competence across different domains of the self. The relationships among variables were similar to those reported for adolescents and adults. Girls were more shy than boys, and there was a suggestion that 11‐year‐old children were more shy in secondary than in prima

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01133.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Senior high school students were trained to use a strategy to improve the application of knowledge in answering geography short‐answer test questions. The strategy focused on strategic behaviours ranging from procedures for activating knowledge to use of executive strategies. This training was found to be effective in improving test performance. Analysis of think‐aloud protocols of cognitive behaviour while answering test questions snowed that training was effective in encouraging the target strategic behavio

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01134.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

Three hundred and eighty 12‐year‐old children were asked to rate the pupils in their class on seven personality characteristics (Humorous, Shy, Outgoing, Patient, Quiet, Lively, and Serious; part of the sample also rated two additional characteristics, Helpful and Sensible). They were also given the Cognitive Styles Analysis (CSA) (Riding, 1991a) which measures an individual's position on two fundamental cognitive style dimensions; Verbal‐Imagery and Wholist‐Analytic. A factor analysis indicated that the seven personality characteristics could be viewed as three variables; and these were labelled as Active, Modest and Responsible. Personality characteristic ratings varied significantly as a function of Verbal‐Imagery Cognitive Style. Verbalisers were more Active than Imagers, the intermediate position of Bimodal were most Modest and the Imagers were more Responsible than the Verbalisers. There was also a significant gender difference with the girls being more Modest and Responsible and the boys more Active. For the subsample, the only significant effect that was observed related to gender with the girls being rated as more Helpful and more Sensible than

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1995.tb01135.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY