The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition
The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition
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DOI：
10.1080/13540602.2018.1465404
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发表时间：
2018-01-01
影响因子：
2.7
通讯作者：
van Veen, Klaas
中科院分区：
文献类型：
--
作者：
Harmsen, Ruth;Helms-Lorenz, Michelle;van Veen, Klaas
本研究采用结构方程模型（SEM），考察了初任教师的压力源感知、压力反应、观察到的教学行为与流失之间的关系。使用关于工作-BT的经验和评价的调查问卷（QEEW-BT），共调查了143个BT。使用ICALT观察仪器观察教学行为。研究结果表明，被试感知到的消极瞳孔方面与压力反应感知到的紧张、不满和消极情绪呈正相关。反过来，负面情绪与观察到的教学行为呈负相关。本研究还表明，不满意与摩擦呈正相关。此外，这项研究提供了重要的线索，以改善专业支持方案的BT。
In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs' perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs.