Teacher self‐efficacy and occupational stress. A major Australian curriculum reform revisited
| Date | 03 July 2009 |
| Pages | 463-476 |
| Published date | 03 July 2009 |
| DOI | https://doi.org/10.1108/09578230910967446 |
| Author | John McCormick,Paul L. Ayres |
| Subject Matter | Education |
Teacher self-efficacy and
occupational stress
A major Australian curriculum reform
revisited
John McCormick
Australian Centre for Educational Leadership, University of Wollongong,
Wollongong, Australia, and
Paul L. Ayres
School of Education, University of New South Wales, Sydney, Australia
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.
Keywords Educational innovation, Stress, Teaching, Australia
Paper type Research paper
Background
This article reports a follow-up to an earlier study (McCormick et al., 2006) focusing on
aspects, specifically teachers’ cognitions, of major changes to the New South Wales
(Australia) Higher School Certificate (HSC). The HSC curriculum is studied over years
11 and 12 with some internal school assessment of students’ performances, mainly in
year 12 (grade 12), and culminating in formal, high stakes external examinations that
mark the end of secondary schooling. The new curriculum was implemented in 2000
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0957-8234.htm
The authors wish to acknowledge the assistance of Bernice Beechey and the NSW Teachers’
Federation, which enabled the completion of this project.
Teacher
self-efficacy
463
Received November 2008
Revised December 2008
Accepted January 2009
Journal of Educational
Administration
Vol. 47 No. 4, 2009
pp. 463-476
qEmerald Group Publishing Limited
0957-8234
DOI 10.1108/09578230910967446
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