The present research was conducted to identify levels and sources of teacher stress, teachers' job performance and

self-efficacy of women school teachers. The study also explored the relationship between teacher stress, job performance and teacher self efficacy. Another main objective of research was to find out the moderator role of self efficacy in teacher stress and job performance relationship. The research was carried out in three parts. Part I is concerned with the development and validation of scales. or the purpose sent research teacher stress inventory T!" # imian. $%&'( was adapted and translated into )rdu. This inventory is comprised of ten factors. ive factors measure the sources of stress and five factors measure the manifestations of stress. "evel of stress are measured on the basis of total stress score. The process of translation and adaptation was completed in two phases. or translation, bac* translation method was adopted. The psychometric properties yielded T!I-)rdu a reliable and valid measure. The alpha reliability for the total scale was + . &,. The internal consistency was further determined by inter scale correlations and item total correlations. -ross lan.ua.e validity was also determined. Another indi.enous scale, T/P! was developed to measure teachers job performance. The analysis revealed T/P! as a reliable and valid measure. Principal component factor analysis revealed four factors for this scale. They are T! #Teachin. !*ills(, 0! #0ana.ement !*ills( 12 , #1iscipline and 2e.ularity( and I! #Interpersonal !*ills(. The sufficient content and face validity was also found throu.h the ratin.s of jud.es. The alpha reliability for T/P! was +.%'. The split half reliability was also determined to stren.then the internal consistency i.e.,+.&3. Inter-rater correlations were computed for the purpose of cross validation of students' ratin.s for their teachers. or this purpose correlation coefficient was computed between the ratin.s by students, headmistresses and self-ratin. of teachers. The si.nificant positive correlation was found between ratin.s by. students and, headmistresses #r 4 +.&%55( and ratin. by headmistresses and self- ratin.s #r 4 +.6755(. The third scale Teacher 8fficacy !cale #T8!9 Ahmad, 7++$( was modified for the purposes of present research, throu.h a committee approach. 0odified T8:! was consisted of $6-items with two subscales i.e., Personal 8fficacy #P8( and Teachin. 8fficacy #T8(. The alpha reliability coefficient was determined as + .37 for total and + .6$ and + .&$ for P8 ; T8 respectively. Item total correlation yielded si.nificant internal consistency of scales. Part-II of the research #Pilot !tudy( was carried out on a small sample, in order to pre-test the scales developed in part-I and to find out any. flaws that may interfere in the findin.s Part-III of the present research was the main study that was carried out on a relatively lar.er sample to have more authenticity and .enerali<ability of the research. 0ain. study was carried out with two independent samples i.e., teachers and students. !ample I was comprised of ==+ women secondary . school teachers from .overnment and private schools of three cities i.e., Islamabad, 2awalpindi and -ha*wal. !ample II was selected from %': and $ d: classes of the schools selected in sample I. This sample was comprised of randomly selected %%+ .irl students. 2esults showed that teachers displayed moderate levels of stress, and hi.hest scores were displayed on wor* related stressors. The si.nificant ne.ative correlation was found between teacher stress and job performance and teacher stress and teacher efficacy. The moderated multiple re.ression analysis revealed that hi.h self-efficacy could playa moderator role in the relationship of teacher stress and job performance. The findin.s also showed that there were si.nificant differences between .overnment and private school teachers on levels of teacher stress, job performance and teacher efficacy. >overnment school teachers showed hi.h levels of stress, poor job performance and low self efficacy as compared to private school teachers.

The correlation was also found between .teacher stress, job performance, self-efficacy and some job related and demo.raphic variables i.e., marital status, family system, number. of students, monthly income, a.e and job experience of teachers. T-test and A?@AA analysis showed differences between .roups related to demo.raphic variables. The findin.s indicated that these variables contribute si.nificantly in teacher stress, job performance and self efficacy of women school teachers.

Penelitian ini dila*u*an untu* men.identifi*asi tin.*at dan sumber stres .uru , *inerja .uru dan self-efficacy .uru se*olah perempuan . Penelitian tersebut ju.a membahas hubun.an antara stres .uru , prestasi *erja dan self efficacy .uru . Tujuan utama lain dari penelitian ini adalah untu* men.etahui peran moderator self efficacy stres .uru dan hubun.an prestasi *erja . Penelitian ini dila*u*an dalam ti.a ba.ian . Ba.ian I adalah ber*aitan den.an pen.emban.an dan validasi s*ala . )ntu* itu di*irim .uru penelitian T!" persediaan stres # imian. $%&'( diadaptasi dan diterjemah*an *e dalam bahasa )rdu . Persediaan ini terdiri dari sepuluh fa*tor . "ima fa*tor men.u*ur sumber stres dan lima fa*tor men.u*ur manifestasi dari stres . Tin.*at stres diu*ur berdasar*an total s*or stres . Proses penerjemahan dan adaptasi selesai dalam dua tahap . )ntu* penerjemahan , metode penerjemahan *embali diadopsi . !ifat psi*ometri* men.hasil*an T!I - )rdu u*uran yan. dapat diandal*an dan valid. Ceandalan alpha untu* s*ala total adalah + .&, . Consistensi internal yan. selanjutnya ditentu*an oleh *orelasi antar s*ala dan jumlah baran. *orelasi . Aaliditas bahasa lintas ju.a ditentu*an . !*ala adat lain , T/P! di*emban.*an untu* men.u*ur *inerja .uru pe*erjaan . Dasil analisis menunju**an T/P! seba.ai u*uran yan. dapat diandal*an dan valid. Analisis fa*tor *omponen utama men.un.*ap*an empat fa*tor untu* s*ala ini . 0ere*a adalah T! # Pen.ajaran Ceterampilan ( , 0! # Ceterampilan 0anajemen ( 12 , # 1isiplin dan Ceteraturan ( dan I! # Ceterampilan Interpersonal ( . Isi dan wajah yan. cu*up validitas ju.a ditemu*an melalui penilaian ha*im . Ceandalan alpha untu* T/P! adalah +,%' . Perpecahan seten.ah reliabilitas ju.a berte*ad untu* memper*uat *onsistensi internal yaitu , +,&3 . Corelasi antar - rater dihitun. untu* tujuan validasi silan. dari penilaian siswa untu* .uru-.uru mere*a . )ntu* *oefisien *orelasi tujuan ini dihitun. antara perin.*at oleh mahasiswa , headmistresses dan self -ratin. .uru . Corelasi positif yan. si.nifi*an yan. ditemu*an antara perin.*at oleh . siswa dan , headmistresses # r 4 +,&% 55 ( Perin.*at oleh headmistresses dan self - perin.*at # r 4 +,67 55 ( . !*ala *eti.a >uru Chasiat !*ala # T8! , Ahmad , 7++$( telah dimodifi*asi untu* *eperluan penelitian ini , melalui pende*atan *omite . 0odifi*asi T8 : ! yan. terdiri dari $6 - item den.an dua subs*ala yaitu , 8fi*asi 1iri # P8 ( dan Pen.ajaran 8fi*asi # T8 ( . Coefisien reliabilitas alpha ditentu*an seba.ai + .37 total dan + .6$ dan .&$ + untu* P8 ; T8 masin.-masin.. Baran. total correlation men.hasil*an *onsistensi internal yan. si.nifi*an dari s*ala . ba.ian - II penelitian # !tudi Perintis ( dila*u*an pada sampel *ecil , dalam ran.*a untu* pre -test s*ala di*emban.*an seba.ian -I dan untu* men.etahui apapun. *elemahan yan. dapat men..an..u dalam temuan Part- III dari penelitian ini adalah studi utama yan. dila*u*an pada sampel yan. relatif lebih besar untu* memili*i lebih *easlian dan .eneralisasi penelitian . studi utama . dila*u*an den.an dua sampel independen yaitu , .uru dan mahasiswa . sampel I terdiri dari ==+ wanita se*under . .uru se*olah dari se*olah ne.eri dan swasta dari ti.a *ota yaitu , Islamabad , 2awalpindi dan -ha*wal . sampel II terpilih dari % ' : dan $ d : *elas se*olah yan. dipilih dalam sampel I . sampel ini terdiri dari siswa yan. dipilih secara aca* %%+ perempuan . Dasil penelitian menunju**an bahwa .uru ditampil*an

tin.*at moderat stres , dan s*or tertin..i yan. ditampil*an pada pe*erjaan yan. berhubun.an den.an stres . *orelasi ne.atif yan. si.nifi*an yan. ditemu*an antara stres dan *inerja .uru *erja dan stres .uru dan *emanjuran .uru . analisis re.resi ber.anda yan. dimoderasi men.un.*ap*an bahwa tin..i self-efficacy bisa playa peran moderator dalam hubun.an stres .uru dan prestasi *erja . Penelitian ini ju.a menunju**an bahwa ada perbedaan yan. si.nifi*an antara pemerintah dan se*olah swasta .uru pada tin.*at stres .uru , prestasi *erja dan .uru se*olah Pemerintah *eberhasilan .uru . menunju**an tin.*at stres yan. tin..i , *inerja yan. buru* dan self efficacy rendah dibandin.*an den.an .uru se*olah swasta . *orelasi ju.a ditemu*an antara stres . .uru , prestasi *erja , self-efficacy dan beberapa pe*erjaan ter*ait dan variabel demo.rafis yaitu , status per*awinan , sistem *eluar.a , nomor . siswa , pen.hasilan bulanan , usia dan pen.alaman *erja .uru T -test dan analisis A?@AA menunju**an perbedaan antara *elompo*-*elompo* yan. berhubun.an den.an variabel demo.rafis . . temuan menunju**an bahwa variabel-variabel ini memberi*an *ontribusi yan. si.nifi*an dalam stres .uru , pe*erjaan *inerja dan self efficacy .uru se*olah perempuan . httpEFFeprints.hec..ov.p*F7,&7F$F7=,7.htm. 1ia*ses tan..al =+ /anuari 7+$'

Induction arran.ements are implemented in schools all over the world to support be.innin. teachers #BTs( #novices( in .radually .rowin. into their profession. The aim of this study is to .ain more insi.ht into two *ey psycholo.ical processes involved in the wor* of a Gualified be.innin. teacher, namely perceived stress and self-efficacy. This unfoldin. is necessary to find a path of influence to lead the way to meanin.ful support interventions. !upport in the form of induction arran.ements is hypothesised to decrease perceived stress and to increase self-efficacy and, thus, decrease stress outcomes. To test our hypotheses =+ BTs and their school-based educators, wor*in. in $= different schools, were surveyed. The analyses revealed that stress causes and stress outcomes are indeed interrelated and that self-efficacy affects this relationship in a mediatin. way. Dowever, besides decreasin. a be.innin. teachersH perceived lac* of learnin. opportunities, no other influences of induction arran.ements were obtained. Implications and su..estions for future research are discussed. Pen.aturan indu*si diimplementasi*an di se*olah-se*olah di seluruh dunia untu* mendu*un. awal .uru # BT! ( # pemula ( secara bertahap tumbuh menjadi profesi mere*a . Tujuan dari penelitian ini adalah untu* mendapat*an wawasan yan. lebih dalam dua proses psi*olo.is *unci yan. terlibat dalam pe*erjaan dari seoran. .uru mulai memenuhi syarat , yaitu stres yan. dirasa*an dan self-efficacy . Ini berlan.sun. diperlu*an untu* menemu*an jalan pen.aruh untu* memimpin jalan untu* intervensi du*un.an yan. berarti . 1u*un.an dalam bentu* pen.aturan indu*si hipotesis untu* men.uran.i stres yan. dirasa*an dan menin.*at*an self-efficacy dan , den.an demi*ian , men.uran.i hasil stres . )ntu* men.uji hipotesis *ami =+ BT! dan pendidi* berbasis se*olah mere*a , yan. be*erja di $= se*olah yan. berbeda , yan. disurvei. Analisis menunju**an bahwa stres menyebab*an stres dan hasil meman. salin. ter*ait dan bahwa self-efficacy mempen.aruhi hubun.an ini den.an cara mediasi . ?amun, selain penurunan dirasa*an *uran.nya .uru awal ' *esempatan belajar , tida* ada pen.aruh lain dari pen.aturan indu*si diperoleh . Impli*asi dan saran untu* penelitian di masa depan dibahas

!umber E httpEFFwww.tandfonline.comFdoiFabsF$+.$+&+F+=+,,6%&.7+$$.,%&63%Ipreview

Results indicate a weak positive association (r = .25) between perceived stress and self-efficacy. This finding is une pected and contradicts previous theoretical and e!pirical literature" which suggests that individuals with greater self-efficacy e perience less stress in threatening or ta ing situations" as a conse#uence of their beliefs about their ability to cope ($lden" %&'() *andura" %&&+) ,haplain" %&&5) -e .obile and /c,or!ick" 2005). *oth ,adi1 (%&'&) and *etoret (200()" for instance" found that teachers with higher self-efficacy were less stressed and !ore !otivated and satisfied in their profession than those with lower self-efficacy. This result is concerning as the co!bination of higher stress levels with lower perceived efficacy to !anage 2ob de!ands !ay increase individuals3 vulnerability to burnout (4eiter" %&&%). 5t also suggests that occupational stress !ay negatively affect the beliefs that teachers have about the!selves (*eehr" %&&5) ,herniss" %&&'). $ possible e planation for this finding is that teachers reporting higher teaching self-efficacy have greater e pectations of the!selves to perfor! effectively and successfully in their 2ob roles. ,onse#uently" they !ay carry out e tra functions beyond the e pected typical ones" set the!selves higher goals" try out new teaching approaches" and put !ore ti!e and effort into teaching and the preparation of teaching !aterials (6uskey" %&'') 7tein and 8ang" %&''). $s a result" they !ay e perience greater overall stress. 7uch an interpretation is consistent with *iggs (%&'')" who e plains that individuals in helping professions are particularly prone to stress because of their idealistic goals.
Dasil menunju**an hubun.an positif yan. lemah # r 4 +,7, ( antara stres yan. dirasa*an dan self-efficacy. Temuan ini tida* terdu.a dan bertentan.an sebelumnya teoritis dan empiris sastra , yan. menunju**an bahwa individu den.an pen.alaman self-efficacy yan. lebih besar *uran. stres dalam men.ancam atau perpaja*an situasi , seba.ai *onse*uensi dari *eya*inan mere*a tentan. *emampuan mere*a untu* men.atasi # Alden , $%&69 Bandura , $%%39 -haplain , $%%,9 1e ?obile dan 0c-ormic* , 7++,(. Cedua -adi< # $%&%( dan Betoret # 7++6( , misalnya , menemu*an bahwa .uru den.an tin..i self-efficacy yan. *uran. stres dan lebih termotivasi dan puas dalam profesi mere*a dibandin.*an den.an yan. lebih rendah self-efficacy . Dasil ini menyan.*ut seba.ai *ombinasi dari tin.*at stres yan. lebih tin..i den.an yan. lebih rendah *emanjuran dirasa*an untu* men.elola tuntutan pe*erjaan dapat menin.*at*an *erentanan individu untu* burnout #"eiter , $%%$( . Dal ini ju.a menunju**an bahwa stres *erja dapat berpen.aruh ne.atif terhadap *eya*inan yan. .uru memili*i tentan. diri mere*a sendiri # Beehr , $%%,9 -herniss , $%%&( . !ebuah penjelasan yan. mun.*in untu* temuan ini adalah bahwa .uru melapor*an lebih tin..i men.ajar self-efficacy memili*i harapan yan. lebih besar diri untu* be*erja efe*tif dan berhasil dalam peran pe*erjaan mere*a . A*ibatnya, mere*a dapat mela*u*an fun.si-fun.si tambahan di luar yan. *has yan. diharap*an , men.atur diri mere*a sendiri tujuan yan. lebih tin..i , mencoba pende*atan pen.ajaran baru, dan menempat*an lebih banya* wa*tu dan usaha *e dalam pen.ajaran dan penyusunan bahan ajar # >us*ey , $%&&9 !tein dan Jan. , $%&&( . A*ibatnya , mere*a mun.*in men.alami stres secara *eseluruhan yan. lebih besar . Penafsiran seperti itu *onsisten den.an Bi..s # $%&&( , yan. menjelas*an bahwa individu-individu dalam membantu profesi san.at rentan terhadap stres *arena tujuan idealis mere*a.

!uberE httpEFFeprints.hud.ac.u*F$&%&,F dia*ses tan..al ==+ /anuari 7+$'

University of Huddersfield Repository

Reilly, Eithne, Dhingra, Katie and Boduszek, Daniel Teachers' Self-efficacy Beliefs, Self-esteem, and Jo Stress as Determinants of Jo Satisfaction Original Citation Reilly, Eithne, Dhingra, Katie and Boduszek, Daniel !"#$%& Teachers' Self-efficacy Beliefs, Selfesteem, and Jo Stress as Determinants of Jo Satisfaction' (nternational Journal of Educational )anagement' (SS* #+,$--,%. !(n /ress& This 0ersion is a0aila le at htt1233e1rints'hud'ac'uk3$4+4,3

This study inte.rates the .oal-commitment and role-stress literatures in a model to reveal functional and dysfunctional influences of .oal commitment on role performance. In a sample of headmasters, we found empirical support for a role-clarifyin. process su..estin. that hi.h commitment reduces role ambi.uity and is ultimately positive for role performance. @ur model also supports the dysfunctional effect of commitment throu.h a role-complicatin. process in which commitment drives role overload, which is ne.ative for role performance. By includin. self-efficacy in our model, we were better able to understand the positive and ne.ative experiences of hi.hly committed individuals. -ontributin. to the existin. literature on role stressors, this study's results indicate that self-efficacy mediates the influences of role stressors on role performance. Penelitian ini men.inte.rasi*an tujuan-*omitmen dan peran-stres literatur dalam model untu* men.un.*ap*an pen.aruh fun.sional dan disfun.sional dari *omitmen tujuan pada *inerja peran. 1alam sampel *epala se*olah, *ami menemu*an du*un.an empiris untu* proses peran-*larifi*asi menunju**an bahwa *omitmen yan. tin..i men.uran.i ambi.uitas peran dan a*hirnya positif untu* *inerja peran. 0odel *ami ju.a mendu*un. efe* disfun.sional *omitmen melalui proses peran-rumit di mana *omitmen mendoron. peran berlebihan, yan. ne.atif untu* *inerja peran. 1en.an termasu* self-efficacy dalam model *ami, *ami lebih mampu memahami pen.alaman positif dan ne.atif dari individu yan. san.at ber*omitmen. Ber*ontribusi untu* literatur yan. ada pada stres peran, hasil studi ini menunju**an bahwa self-efficacy memediasi pen.aruh role stressor terhadap *inerja peran. !umberE httpEFFonlinelibrary.wiley.comFdoiF$+.$$$$Fj.$,,%-$&$6.7+$$.++&=3.xFabstract