Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress |
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| Authors: | David W Putwain Nathaniel P von der Embse |
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| Institution: | 1. School of Education, Liverpool John Moores University, Liverpool, UK;2. College of Education, University of South Florida, Tampa, FL, USA |
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| Abstract: | Based on the Job Demands-resources (RD-R) model, the aim of the current study was to examine how pressure arising from imposed curriculum changes and teacher self-efficacy relate to perceived stress in teachers. Participants (839 teachers working in English schools) completed an online survey that contained questions about demographics, self-reported pressure from imposed curriculum changes, teacher self-efficacy, and perceived stress. Pressure from imposed curriculum changes was positively, and teacher self-efficacy negatively, related to perceived stress. Teacher-self efficacy moderated relations between pressure from imposed curriculum changes and perceived stress. High teacher self-efficacy was associated with lower perceived stress, relative to low teacher self-efficacy, when pressure from imposed curriculum changes was low. The differential advantage offered by high self-efficacy declined as pressure from imposed curriculum changes increased. |
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| Keywords: | Job demands-resources theory stress pressure from curriculum changes self-efficacy curriculum reform |
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