Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression?

We investigate how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. Two quantitative studies are presented. The results show that the goal structure of the school culture (mastery or performance orientation) predicts both outcomes. Frequent collab...

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Bibliographic Details
Published in:Teaching and teacher education 2012-02, Vol.28 (2), p.206-217
Main Authors: Devos, Christelle, Dupriez, Vincent, Paquay, Léopold
Format: Article
Language:English
Subjects:
Academic Achievement
Beginning Teachers
Colleagues
Cooperation
Depression
Depression (Psychology)
Empowerment
Goal orientation
Goals
Mentor
Mentoring
Mentors
Prediction
Principals
School Culture
Self Efficacy
Selfefficacy
Social Work
Teachers
Teaching Conditions
Work Environment
Working environment
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Summary:We investigate how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. Two quantitative studies are presented. The results show that the goal structure of the school culture (mastery or performance orientation) predicts both outcomes. Frequent collaborative interactions with colleagues are related to higher self-efficacy only when the novices are experiencing few difficulties or work in an environment oriented towards mastery goals. The mere occurrence of mentoring and meetings with the principal is not related to the outcomes, but the quality of these activities predicts them significantly. Conditions increasing the effectiveness of these support activities are discussed. ► Goal structure of the school culture (mastery/performance goal orientation. ► Collaborative interactions with colleagues, Only if little perceived difficulties or mastery-oriented working environment. ► Quality of mentoring and of meetings with principal (not mere occurrence).
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2011.09.008