The Relationship Between Occupational Stress And Teacher Self-Efficacy: A Study With EFL Instructors

Year 2018, Volume: 8 Issue: 1, 126 - 150, 13.02.2018

Hülya İpek Aslı Akçay Sibel Bayındır Atay Gizem Berber Tuncay Karalık Temel Serdar Yılmaz

Abstract

Considering the
effects of stress and self-efficacy on teachers, the purpose of this study was
twofold; a) to discover the relationship between perceived occupational stress
and self-efficacy beliefs of Turkish EFL instructors, and b) to  investigate the relationship between
teachers’ occupational stress and individual characteristics such as gender,
age, year of experience, and educational background. The participants were 84
EFL instructors working at a preparatory school, at a state university in
Turkey. Data was collected through the adapted versions of Teacher’s Sense of
Efficacy Scale (Tschannen-Moran & Hoy, 2001) and Teacher Stress Inventory
(Boyle, Borg, Falzon, & Bagglioni, 1995), and a demographic information
form developed by the researchers. A correlation analysis was conducted to
determine the relationship between occupational stress and teacher
self-efficacy. To determine the relationship between occupational stress and
teachers’ demographic variables, Independent Sample t-Tests and one-way ANOVA
were carried out. The findings indicated that the participants experienced
moderate levels of stress, and that there was no statistically significant
relationship between teacher self-efficacy and occupational stress. Individual
variables also revealed no significant effect on teacher stress. It was
concluded that the administrative policies and teaching environment have an
effect on teachers’ stress and that teachers stress and self-efficacy are
context specific.

Keywords

Teacher stress, teacher self-efficacy, individual characteristics

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