Preservice teachers' work stress, self-efficacy, and occupational commitment in four countries

Robert Klassen*, Elaine Wilson, Angela F.Y. Siu, Wanwisa Hannok, Marina W Y WONG, Nongkran Wongsri, Panwadee Sonthisap, Chaleosri Pibulchol, Yanisa Buranachaitavee, Anchalee Jansem

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

50 Citations (Scopus)

Abstract

In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n0379), England (n0203), Hong Kong (n0211), and Thailand (n0394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers' self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context.

Original languageEnglish
Pages (from-to)1289-1309
Number of pages21
JournalEuropean Journal of Psychology of Education
Volume28
Issue number4
DOIs
Publication statusPublished - Dec 2013

Scopus Subject Areas

  • Education
  • Developmental and Educational Psychology

User-Defined Keywords

  • Commitment
  • Job stress
  • Self-efficacy
  • Teacher motivation

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