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Educator Stress pp 101–125Cite as

Teacher Stress and Teacher Self-Efficacy: Relations and Consequences

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Abstract

During the last decade the research literature has shown a growing interest in teacher stress and teacher self-efficacy and how these constructs are related. In this chapter, we review current research on relations between teacher stress and teacher self-efficacy, how these constructs are influenced by the school context, and how they relate to teacher engagement and well-being. Teacher stress and teacher self-efficacy are consistently shown to be negatively related and to predict teachers’ cognitive, emotional, and behavioral responses differently. For example, teacher stress correlates negatively with teacher job satisfaction and job commitment, but positively with burnout and teacher attrition, whereas teacher self-efficacy correlates positively with teacher job satisfaction and job commitment, but negatively with burnout and teacher attrition. We propose a model of relations between stressors in the school environment, social support, teacher self-efficacy, teacher stress, and outcome variables such as work engagement and burnout. We then report an interview study which examines experiences of stress and self-efficacy among senior teachers who chose early retirement after long periods of sick leave and teachers who were still teaching and thriving at the ages of 63 and 65.

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Notes

  1. 1.

    Fictional names are used for all four informants in order to protect their confidentiality.

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Authors and Affiliations

  1. Norwegian University of Science and Technology (NTNU) Social Research, Trondheim, Norway

    Einar M. Skaalvik

  2. Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway

    Sidsel Skaalvik

Authors
  1. Einar M. Skaalvik
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  2. Sidsel Skaalvik
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Correspondence to Einar M. Skaalvik .

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Editors and Affiliations

  1. Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University , Houston, Texas, USA

    Teresa Mendonça McIntyre

  2. College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, Texas, USA

    Scott E. McIntyre

  3. Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas, USA

    David J. Francis

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Skaalvik, E.M., Skaalvik, S. (2017). Teacher Stress and Teacher Self-Efficacy: Relations and Consequences. In: McIntyre, T., McIntyre, S., Francis, D. (eds) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being. Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_5

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