NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas; van Veldhoven, Marc – International Journal of Research & Method in Education, 2019
The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using…
Descriptors: Stress Variables, Beginning Teachers, Secondary School Teachers, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas – Teachers and Teaching: Theory and Practice, 2018
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…
Descriptors: Foreign Countries, Beginning Teachers, Stress Variables, Emotional Response
Peer reviewed Peer reviewed
Direct linkDirect link
van de Grift, Wim J. C. M.; Chun, Seyeoung; Maulana, Ridwan; Lee, Okhwa; Helms-Lorenz, Michelle – School Effectiveness and School Improvement, 2017
Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the…
Descriptors: Foreign Countries, Comparative Education, Teacher Effectiveness, Learner Engagement
Peer reviewed Peer reviewed
Direct linkDirect link
Maulana, Ridwan; Helms-Lorenz, Michelle; Van de Grift, Wim – Teachers and Teaching: Theory and Practice, 2017
Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement,…
Descriptors: Foreign Countries, Preservice Teachers, Teacher Effectiveness, Teacher Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Helms-Lorenz, Michelle; Maulana, Ridwan – Educational Psychology, 2016
In this study, the path of influence of support programmes for beginning teachers (BTs) is examined. Longitudinal relationships between self-efficacy and stress causes experienced by BTs and their job tension and discontent are investigated. Differential effects are explored in the relationships between the perceived psychological variables for…
Descriptors: Well Being, Self Efficacy, Stress Variables, Work Environment
Peer reviewed Peer reviewed
Direct linkDirect link
Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan – School Effectiveness and School Improvement, 2016
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction…
Descriptors: Foreign Countries, Longitudinal Studies, Beginning Teacher Induction, Teaching Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim – School Effectiveness and School Improvement, 2015
The present study examines the development of a measure tapping students' perceptions of (pre-service) teachers' teaching behaviour to explore the practical value of such a measure in teacher education and teacher professional development programs. From a sample of 1,635 students of 91 pre-service teachers teaching in secondary education in The…
Descriptors: Questionnaires, Test Construction, Preservice Teachers, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M. – European Journal of Teacher Education, 2015
Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers' long-term professional…
Descriptors: Student Teachers, Foreign Countries, Teacher Effectiveness, Teacher Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M. – Journal of Education for Teaching: International Research and Pedagogy, 2014
Career-long teacher learning is essential to the teaching profession because it is strongly connected with teacher quality and practices. Student teachers in the first stage of their career-long learning continuum, however, vary in the extent to which they participate in learning activities. This study explores the relationship between beliefs…
Descriptors: Student Teacher Attitudes, Structural Equation Models, Learning Activities, Student Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Helms-Lorenz, Michelle; Slof, Bert; van de Grift, Wim – European Journal of Psychology of Education, 2013
This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Psychological Patterns, Secondary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T. – Educational Studies, 2012
Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…
Descriptors: Self Efficacy, Logical Thinking, Beginning Teachers, Stress Variables
Peer reviewed Peer reviewed
Direct linkDirect link
Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan – Educational Studies, 2011
This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster…
Descriptors: Professional Isolation, Job Satisfaction, Self Efficacy, Teacher Role