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The longitudinal effects of induction on beginning teachers’ stress

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: This study aims to investigate the...

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Autores principales: Harmsen, Ruth, Helms‐Lorenz, Michelle, Maulana, Ridwan, van Veen, Klaas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6586068/
https://www.ncbi.nlm.nih.gov/pubmed/29998489
http://dx.doi.org/10.1111/bjep.12238
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author Harmsen, Ruth
Helms‐Lorenz, Michelle
Maulana, Ridwan
van Veen, Klaas
author_facet Harmsen, Ruth
Helms‐Lorenz, Michelle
Maulana, Ridwan
van Veen, Klaas
author_sort Harmsen, Ruth
collection PubMed
description 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: 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: 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: 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: 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: 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.
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spelling pubmed-65860682019-07-02 The longitudinal effects of induction on beginning teachers’ stress Harmsen, Ruth Helms‐Lorenz, Michelle Maulana, Ridwan van Veen, Klaas Br J Educ Psychol Original Articles 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: 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: 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: 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: 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: 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. John Wiley and Sons Inc. 2018-07-11 2019-06 /pmc/articles/PMC6586068/ /pubmed/29998489 http://dx.doi.org/10.1111/bjep.12238 Text en © 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
spellingShingle Original Articles
Harmsen, Ruth
Helms‐Lorenz, Michelle
Maulana, Ridwan
van Veen, Klaas
The longitudinal effects of induction on beginning teachers’ stress
title The longitudinal effects of induction on beginning teachers’ stress
title_full The longitudinal effects of induction on beginning teachers’ stress
title_fullStr The longitudinal effects of induction on beginning teachers’ stress
title_full_unstemmed The longitudinal effects of induction on beginning teachers’ stress
title_short The longitudinal effects of induction on beginning teachers’ stress
title_sort longitudinal effects of induction on beginning teachers’ stress
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6586068/
https://www.ncbi.nlm.nih.gov/pubmed/29998489
http://dx.doi.org/10.1111/bjep.12238
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