The Relationship between Elementary School Teachers’ Work Stress and Teacher Efficacy: The Mediating Effects of Social Support and Self-Compassion

2020 ◽  
Vol 20 (10) ◽  
pp. 187-205
Author(s):  
Jeong-Yoon Min ◽  
You-Me Kim
Keyword(s):  
Social Support ◽  
Elementary School ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Work Stress ◽  
Mediating Effects ◽  
School Teachers ◽  
Self Compassion ◽  
The Relationship

scholarly journals The Relationship between Elementary School Teachers’ Work Motivation and Well-Being: The Mediating Effects of Principal Leadership and Work Stress

2018 ◽  
Vol 6 (12) ◽  
pp. 67 ◽  
Author(s):  
ByeolBee Um ◽  
HyunGyung Joo ◽  
DaYeon Her
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Principal Leadership ◽  
Work Stress ◽  
Work Motivation ◽  
Well Being ◽  
Mediating Effect ◽  
Mediating Effects ◽  
School Teachers ◽  
The Relationship

This research intends to examine the mediating effects of elementary school teachers’ perception of principal leadership and work stress on the relationship between work motivation and well-being. For this purpose, the present study sampled 400 elementary school teachers from the Seoul metropolitan area in South Korea. Subsequently, the participants answered four scales to measure work motivation, perception of principal leadership, work stress, and well-being. The 324 data finally collected consist of 276 females and 48 males. The research results are as follows. First, four variables had significant correlations with each other, positively or negatively. Second, there was no significant mediating effect of principal leadership on work motivation and well-being. Third, teachers’ work stress had a partial mediating effect on the relationship between work motivation and well-being. Fourth, principal leadership and work stress had a sequentially partial mediating effect on work motivation and well-being. This paper discusses these findings and then suggests the directions for future research.

Teachers' Instructional Efficacy and Teachers' Efficacy toward Integration of Information Technologies in the Classroom

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1375-1381 ◽  
Author(s):  
Marc Dussault ◽  
Colette Deaudelin ◽  
Monique Brodeur
Keyword(s):  
Elementary School ◽  
Teacher Efficacy ◽  
Elementary School Teachers ◽  
Information Technologies ◽  
Partial Correlation ◽  
French Canadian ◽  
School Teachers ◽  
Instructional Efficacy ◽  
The Relationship ◽  
Classroom Analysis

The aim of the study was to investigate the relationship between teachers' instructional efficacy and their efficacy toward integration of technologies in the classroom. A sample of 309 French Canadian elementary school teachers volunteered and were administered a French Canadian version of the Teacher Efficacy Scale and Teachers' efficacy scale toward integration of technologies in the classroom. Analysis yielded, as expected, a positive and significant partial correlation between the two types of self-efficacy beliefs (.27 and .36).

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