School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

Autor/inn/en	Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.
Titel	School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy
Quelle	In: Journal of Educational Psychology, 104 (2012) 4, S.1189-1204 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0029356
Schlagwörter	Student Motivation; Student Attitudes; Foreign Countries; Student Behavior; Job Satisfaction; Teacher Attitudes; Structural Equation Models; Secondary School Teachers; Teacher Burnout; Social Development; Emotional Development; Questionnaires; Stress Variables; Faculty Workload; Self Efficacy; Prediction; Educational Environment; Canada + Suchen Sie Ihr Suchwort? Schulische Motivation; Schülerverhalten; Ausland; Student behaviour; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Soziale Entwicklung; Gefühlsbildung; Fragebogen; Self-efficacy; Selbstwirksamkeit; Vorhersage; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kanada
Abstract	The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables--teachers' sense of stress, teaching efficacy, and job satisfaction--and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. The sample included 664 elementary and secondary school teachers from British Columbia and Ontario, Canada. Participants completed an online questionnaire about the teacher outcomes, perceived school climate, and beliefs about social-emotional learning (SEL). Structural equation modeling was used to examine an explanatory model of the variables. Of the 2 SEL beliefs examined, teachers' comfort in implementing SEL had the most powerful impact. Of the 4 school climate factors examined, teachers' perceptions of students' motivation and behavior had the most powerful impact. Both of these variables significantly predicted sense of stress, teaching efficacy, and job satisfaction among the participants. Among the outcome variables, perceived stress related to students' behavior was negatively associated with sense of teaching efficacy. In addition, perceived stress related to workload and sense of teaching efficacy were directly related to sense of job satisfaction. Greater detail about these and other key findings, as well as implications for research and practice, are discussed. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10