NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ907313
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0039-3541
The Potency of Humor and Instructional Self-Efficacy on Art Teacher Stress
Evans-Palmer, Teri
Studies in Art Education: A Journal of Issues and Research in Art Education, v52 n1 p69-83 Fall 2010
This quantitative study was sparked by a keen interest in art teachers who practice humor in challenging school environments. Stressors unique to art education can cause teachers to lose heart in such a way that their ability to perform is compromised. To teach effectively, teachers must maintain resilience to cope with stress. Pedagogical humor, a theme of resilience, serves teachers socially, emotionally, and cognitively in classroom practice. Public school art teachers completed auto-report scales measuring sense of humor, self-efficacy beliefs, and perceived stress. Correlation and multiple regression analyses revealed a positive relationship between high humor perceptions and effective instruction when controlling for age, gender, and experience. Instructional efficacy declined as perceived stress escalated. This study proposes that professional development and preservice teacher training programs focus on the development of humor disposition and instructional humor strategies. (Contains 3 tables.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A