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

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

*Corresponding author for this work

    Research output: Contribution to journalJournal articlepeer-review

    118 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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