NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ959748
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0305-5698
Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements
Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.
Educational Studies, v38 n2 p189-207 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 unfolding is necessary to find a path of influence to lead the way to meaningful support interventions. Support in the form of induction arrangements is hypothesised to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses 30 BTs and their school-based educators, working in 13 different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediating way. However, besides decreasing a beginning teachers' perceived lack of learning opportunities, no other influences of induction arrangements were obtained. Implications and suggestions for future research are discussed. (Contains 1 figure and 9 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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands