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

Abstract

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.

Citation

McCormick, J. and Ayres, P.L. (2009), "Teacher self‐efficacy and occupational stress: A major Australian curriculum reform revisited", Journal of Educational Administration, Vol. 47 No. 4, pp. 463-476. https://doi.org/10.1108/09578230910967446