The longitudinal effects of induction on beginning teachers' stress.
beginning teachers
induction
secondary education
stress
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
Jun 2019
Jun 2019
Historique:
received:
20
07
2017
revised:
13
06
2018
pubmed:
13
7
2018
medline:
20
11
2019
entrez:
13
7
2018
Statut:
ppublish
Résumé
Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed. Longitudinal data from a sample of 393 beginning teachers (56.5% female) were collected at three measurement occasions. All teachers were offered four different induction arrangement elements. Results of multiple group confirmatory factor analysis confirmed longitudinal measurement invariance. Multivariate latent growth curve modelling (MLGM) was conducted to examine the initial status, the subsequent linear growth, and the influence of the individual induction arrangement elements on the stress causes and stress responses. MLGM results show that perceived stress caused by high psychological task demands increases over time (d = 0.22), whereas perceived stress caused by negative pupil aspects decreases over time (d = -0.52). Further, workload reduction decreases the level of perceived high psychological task demands, negative social aspects, and all the stress responses. Perceived support for effective teaching behaviour decreases the level of perceived negative emotions and discontent. Further, school enculturation has an influence on the change in perceived discontent over time. Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses.
Sections du résumé
BACKGROUND
BACKGROUND
Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time.
AIMS
OBJECTIVE
This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed.
SAMPLE
METHODS
Longitudinal data from a sample of 393 beginning teachers (56.5% female) were collected at three measurement occasions. All teachers were offered four different induction arrangement elements.
METHOD
METHODS
Results of multiple group confirmatory factor analysis confirmed longitudinal measurement invariance. Multivariate latent growth curve modelling (MLGM) was conducted to examine the initial status, the subsequent linear growth, and the influence of the individual induction arrangement elements on the stress causes and stress responses.
RESULTS
RESULTS
MLGM results show that perceived stress caused by high psychological task demands increases over time (d = 0.22), whereas perceived stress caused by negative pupil aspects decreases over time (d = -0.52). Further, workload reduction decreases the level of perceived high psychological task demands, negative social aspects, and all the stress responses. Perceived support for effective teaching behaviour decreases the level of perceived negative emotions and discontent. Further, school enculturation has an influence on the change in perceived discontent over time.
CONCLUSIONS
CONCLUSIONS
Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses.
Identifiants
pubmed: 29998489
doi: 10.1111/bjep.12238
pmc: PMC6586068
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
259-287Subventions
Organisme : Dutch Ministry of Education
ID : OND/ODB-13/19888
Informations de copyright
© 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
Références
Br J Educ Psychol. 1978 Jun;48(2):159-67
pubmed: 687523
Br J Educ Psychol. 1995 Mar;65 ( Pt 1):49-67
pubmed: 7727267