The role of self-aspect importance and social working environment on beginning teachers' self-efficacy and feelings of depression
(2012)
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- (en) Beginning teachers entering the profession are suddenly confronted with a highly interactive, emotional and identity-challenging environment. Their induction is known as a challenging period and a pivotal step for the rest of their career. In this thesis, we focus on two factors likely to influence novices’ self-efficacy and emotional well-being: the importance that they used to give to their teacher identity (i.e. teacher self-aspect importance) and their social working environment (e.g. school culture, collaboration, principal’s leadership). We analyse how these individual and environment-related dimensions interact together and are related to new teachers’ outcomes. To this end, we present quantitative studies conducted with beginning teachers, but also with student teachers and university students. We combine correlational and experimental approaches, as well as educational and psychological frameworks. Doing so, we are making our contribution to a better understanding of beginning teachers’ experience.
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Devos, C. (2012). The role of self-aspect importance and social working environment on beginning teachers’ self-efficacy and feelings of depression. https://hdl.handle.net/2078.5/47560