Introduction: The purpose of the present study was to investigate therelationships of occupational stress with teachers’ self-efficacy,components of self-efficacy, and teaching experience.Method: Method of study was correlational method. The statisticalpopulation
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Introduction: The purpose of the present study was to investigate therelationships of occupational stress with teachers’ self-efficacy,components of self-efficacy, and teaching experience.Method: Method of study was correlational method. The statisticalpopulation consisted of all teachers of governmental schools ofTehran city. A sample of 600 teachers (259 male and 353 female)were randomly chosen from elementary, secondary, and high schools.Van Der Dof’s Job Stress Questionnaire and Ohio State’s TeacherEfficacy Scale (OSTES) were used to assess the teachers occupationalstress and self-efficacy. Multiple regression with method of step bystep regression was used for analyzing of data.Findings: The results showed that correlation between teachers’occupational stress and their self-efficacy is positive and significant.Self-Efficacy has a negative and significant relationship with teachingexperience; And between three components of teacher self-efficacy,efficacy in students engagement have negative correlation withoccupational stress and positive correlation with teaching experience.Moreover, results of multiple regression showed that efficacy andteaching experience, with R2= 0/383 predict teachers’ occupationalstress.Conclusion: Teachers with high level of self-efficacy experience lessoccupational stress. They can motivate their students for learningactivities. With increasing in teaching experience, teachers aquiremore confidence about their abilities for doing tasks, and then, theywill have less occupational stress.
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