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ERIC Number: EJ833053
Record Type: Journal
Publication Date: 2009-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0144-3410
Occupational Stress and Teaching Approaches among Chinese Academics
Zhang, Li-fang
Educational Psychology, v29 n2 p203-219 Mar 2009
The primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised (assessing role overload, role insufficiency, psychological strain, and rational/cognitive coping), and the Self-rated Ability Scale. Results suggested that after the participants' self-rated abilities were controlled for, the combination of role overload and the use of rational/cognitive coping was conducive to the conceptual-change teaching approach (both intention and strategy), and that role insufficiency negatively predicted the conceptual-change teaching strategy. Furthermore, together, rational/cognitive coping and psychological strain contributed to an information-transmission teaching strategy. The implications of these findings for university academics and for university senior managers are discussed. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Guangzhou)