ERIC Number: EJ1010506
Record Type: Journal
Publication Date: 2013-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Teacher Stress and Pupil Behaviour Explored through a Rational-Emotive Behaviour Therapy Framework
Robertson, Caroline; Dunsmuir, Sandra
Educational Psychology, v33 n2 p215-232 2013
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils' social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed. (Contains 4 tables and 2 figures.)
Descriptors: Stress Variables, Self Efficacy, Therapy, Behavior Modification, Secondary School Teachers, Questionnaires, Teacher Attitudes, Social Behavior, Student Behavior, Work Attitudes, Prediction, Teacher Student Relationship, Feedback (Response), Academic Achievement, School Psychology, Cognitive Style, Multiple Regression Analysis, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A