The longitudinal effects of induction on beginning teachers' stress

The British Journal of Educational Psychology
Ruth HarmsenKlaas van Veen

Abstract

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...Continue Reading

References

Jun 1, 1978·The British Journal of Educational Psychology·C Kyriacou, J Sutcliffe
Mar 1, 1995·The British Journal of Educational Psychology·G J BoyleA J Baglioni
Sep 30, 2008·Prenatal Diagnosis·E J WortelboerP C J I Schielen

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Citations

Sep 20, 2020·International Journal of Environmental Research and Public Health·Inmaculada MéndezJosé Manuel García-Fernández
Apr 18, 2020·Frontiers in Psychology·Juan Pedro MartínezJosé Manuel García-Fernández
Apr 29, 2021·The British Journal of Educational Psychology·Clara SimãesAntónio Rui Gomes

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