THE IMPACT OF LEARNER DISRUPTIVE BEHAVIOR, WORKPLACE STRESS AND PERCEIVED JOB EFFICACY AMONG SHADOW TEACHERS
Keywords:
Learner Disruptive Behavior, Workplace Stress, Perceived Job EfficacyAbstract
The present study aimed to find out the relationship between learner disruptive behavior, workplace stress and perceived job efficacy among shadow teachers. A quantitative and cross-sectional research design was used in the study. A convenience sampling technique was used, and a sample of 50 shadow teachers (25 males and 25 females, aged 25-35 years) were recruited from various schools in Faisalabad. The Parent/Teacher Disruptive Behavior Rating Scale by (Pelham et al). (1992), The Workplace Stress Scale, Work Self-Efficacy Scale by Avallone et al. (2007) were used for data collection. The analysis of the given data was performed with the help of the SPSS version 23. The results revealed that learner disruptive behavior is positively associated with workplace stress indicating that higher levels of disruptive behavior among learners correspond to increased stress for shadow teachers. Learner disruptive behavior is negatively related to perceived job efficacy suggesting that as disruptive behavior increases, teachers feel less effective in their roles. Workplace stress also shows a significant negative correlation with job efficacy meaning that teachers experiencing greater stress tend to perceive themselves as less capable or effective. The findings suggest that higher levels of disruptive learner behavior substantially undermine shadow teachers’ confidence and perceived ability to perform their job effectively. Results also revealed that as shadow teachers experience greater stress in their work environment, their confidence and effectiveness in performing job-related tasks tend to decline. The findings indicate that gender does not play a meaningful role in shaping how shadow teachers experience classroom disruptions, workplace stress, or their sense of job efficacy.
Downloads
References
Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self‐efficacy and burnout: A multivariate meta‐analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0
Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2019). A multivariate meta‐analysis of student misbehavior and teacher burnout. Educational Research Review, 28, Article 100284. https://doi.org/10.1016/j.edurev.2019.100284
Avallone, F., Pepe, S., & Paplomatas, A. (2007). La misura dell’efficacia personale nel lavoro: Validazione della Work Self-Efficacy Scale. FrancoAngeli.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bettini, E. A., Cheyney, K., Wang, J., & Leko, M. (2017). Job design: An explanatory factor for special education teacher attrition. Teacher Education and Special Education, 40(3), 227–246. https://doi.org/10.1177/0888406417702589
Bettini, E. A., Cheyney, K., Wang, J., & Leko, M. (2017). Job design: An explanatory factor for special education teacher attrition. Teacher Education and Special Education, 40(3), 227–246. https://doi.org/10.1177/0888406417702589
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–711. https://doi.org/10.1353/etc.2014.0032
Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2006). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 98(4), 821–832. https://doi.org/10.1037/0022-0663.98.4.821
Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693–710. https://doi.org/10.1080/01443410802206700
Cooper, C. L., & Quick, J. C. (2017). The handbook of stress and health: A guide to research and practice. Wiley-Blackwell.
Emmer, E. T., & Sabornie, E. J. (2015). Handbook of classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (pp. 3–26). Routledge.
Ganster, D. C., & Rosen, C. C. (2013). Work stress and employee health: A multidisciplinary review. Journal of Management, 39(5), 1085–1122. https://doi.org/10.1177/0149206313475815
Hussain, S., Ahmad, R., & Khan, S. (2022). Gender differences in job stress and professional self-efficacy among university teachers. Pakistan Journal of Psychological Research, 37(2), 245–260.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
Jennings, P. A., & Greenberg, M. T. (2017). Mindfulness-based interventions for teachers: A meta-analysis. Educational Psychologist, 52(3), 183–201. https://doi.org/10.1080/00461520.2017.1346840
Karasek, R. A. (1979). Job demands, job decision latitude, and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285–308. https://doi.org/10.2307/2392498
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self‐efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Psychology Review, 26(3), 355–385. https://doi.org/10.1007/s10648-013-9243
Kyriacou, C. (2011). Teacher stress: Directions for future research. Educational Review, 63(1), 27–35. https://doi.org/10.1080/00131911.2010.518238
Kyriacou, C. (2016). Teacher stress and burnout. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 69–84). Edward Elgar.
Kyriacou, C., & Sutcliffe, J. (2018). Teacher stress: Prevalence, sources, and symptoms. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 69–84). Edward Elgar.
Leka, S., Griffiths, A., & Cox, T. (2005). Work organisation and stress: Systematic problem approaches for employers, managers and trade union representatives. World Health Organization.
Marques, S. C., Pais-Ribeiro, J. L., & Lopez, S. J. (2018). The role of gender in adolescent emotional and behavioral adjustment. Journal of Adolescence, 67, 14–24. https://doi.org/10.1016/j.adolescence.2018.05.004
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104–112. https://doi.org/10.1080/02673843.2019.1596823
Pelham, W. E., Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III–R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 31(2), 210–218. https://doi.org/10.1097/00004583-199203000-00006
Sahu, S., & Rath, S. (2018). Gender differences in coping styles and job stress among teachers. International Journal of Educational Management, 32(5), 874–886. https://doi.org/10.1108/IJEM-01-2017-0019
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self‐efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069. https://doi.org/10.1016/j.tate.2009.11.001
Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785–1799. https://doi.org/10.4236/ce.2016.713182
Skaalvik, E. M., & Skaalvik, S. (2017). Dimensions of teacher burnout: Relations with potential stressors at school. Social Psychology of Education, 20(4), 775–790. https://doi.org/10.1007/s11218-017-9391-0
Soest, T. V., Luhmann, M., & Gerstorf, D. (2020). The development of loneliness through adolescence and adulthood: Gender differences and contextual factors. Developmental Psychology, 56(10), 1911–1925. https://doi.org/10.1037/dev0001090
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Zee, M., & Koomen, H. M. Y. (2016). Teacher self‐efficacy and its effects on classroom processes, student academic adjustment, and teacher well‐being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Published
Issue
Section
License
Copyright (c) 2025 Nitasha Kousar, Dr Abid Ali (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
