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Teacher efficacy, perceived job stress and burnout amongst Singapore teachers
Author
Yip, Clare Mingli
Supervisor
Yeo, Lay See
Abstract
The primary purpose of this study is to examine the relationships that exist between teacher efficacy, perceived job stress and burnout amongst Singapore teachers. The secondary objective is to determine how differences in gender, grade levels taught and years of teaching experience can affect levels of teacher efficacy, perceived job stress and burnout reported by local teachers. One hundred and seven primary and secondary school teachers from various Singapore government schools participated in this study. Self-report ratings of teacher efficacy, perceived job stress and burnout were collected using the Teachers’ Sense of Self-Efficacy Scale (TSES), a modified version of the Perceived Stress Scale (PSS) and the Malsach Burnout Inventory – General Survey (MBI-GS), respectively. Correlational analyses revealed that lower levels of perceived job stress and cynicism, which is a key indicator of burnout, were significantly associated with higher levels of general professional efficacy but not higher levels of teacher efficacy. Perceived job stress was significantly correlated with exhaustion, cynicism and general professional efficacy in expected directions. Independent samples t-tests revealed no differences between gender for teacher efficacy, perceived job stress or the key burnout dimensions of exhaustion and cynicism. Primary School teachers reported higher levels of classroom management efficacy and general professional efficacy than their Secondary School colleagues. One-way analysis of variance also revealed that experienced and highly experienced teachers reported higher levels of general professional efficacy than novice teachers. The findings are explained in the context of Singapore’s teaching population and education system. Implications of these findings for the training and development of local teachers are also discussed.
Date Issued
2015
Call Number
BF637.S38 Yip
Date Submitted
2015