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Journal cover: Journal of Educational Administration

Journal of Educational Administration

ISSN: 0957-8234

Online from: 1963

Subject Area: Education

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Teacher self-efficacy and occupational stress: A major Australian curriculum reform revisited

Document Information:
Title:Teacher self-efficacy and occupational stress: A major Australian curriculum reform revisited
Author(s):John McCormick, (Australian Centre for Educational Leadership, University of Wollongong, Wollongong, Australia), Paul L. Ayres, (School of Education, University of New South Wales, Sydney, Australia)
Citation:John McCormick, Paul L. Ayres, (2009) "Teacher self-efficacy and occupational stress: A major Australian curriculum reform revisited", Journal of Educational Administration, Vol. 47 Iss: 4, pp.463 - 476
Keywords:Australia, Educational innovation, Stress, Teaching
Article type:Research paper
DOI:10.1108/09578230910967446 (Permanent URL)
Publisher:Emerald Group Publishing Limited
Acknowledgements:The authors wish to acknowledge the assistance of Bernice Beechey and the NSW Teachers' Federation, which enabled the completion of this project.

Purpose – The purpose of this research was to study teachers' self-efficacy and occupational stress in the context of a large-scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out approximately one year earlier.

Design/methodology/approach – A theoretical framework, primarily based on social cognitive theory and the teachers' attribution of responsibility for stress model and consistent with the earlier study, was used to guide the research. Data were gathered using a self-report questionnaire. Analysis was carried out using structural equation modelling, based on results of the earlier study, and partial correlation analysis.

Findings – A more parsimonious model of the related phenomena than had been established by the earlier study was confirmed, suggesting that the context of the educational reform was different one year later, particularly in terms of perceived social support and occupational stress specifically associated with the changes. The important result from the earlier study was replicated – understanding what was required by the reform was negatively associated with teachers' self-efficacy for the new type of teaching and self-efficacy for using technology with the new curriculum.

Originality/value – The paper provides insights into teachers' cognitions associated with a major curriculum reform. Results have implications for system administrators and reforming curriculum bodies.

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