Abstract:

Using the TALIS 2018 teacher questionnaire,2 386 primary and secondary school teachers from 41 schools in Yunnan,Guizhou,Sichuan,and Chongqing provinces in southwest China were selected as subjects to explore teachers’ work stress performance and its influencing factors. Statistical analysis found that the overall work pressure of the primary and secondary school teachers tested was relatively high,but there were significant differences among groups such as academic qualifications and school stages. Regression analysis found that the three types of exogenous stressors all have a positive effect on teachers’ work stress performance. Their influence from large to small is workload,student behavior, and education-related people,which is exactly the opposite trend to the mean value of the three. Among the three types of self-efficacy,classroom management efficacy has a positive effect on teachers’ work stress performance,teaching efficacy has a negative effect, and students’ participation efficacy has no significant effect. The mediating effect of self-efficacy between exogenous stressors and teachers’ work stress performance was further tested,and it was found that it exerts a significant masking effect. Therefore,the high-quality and balanced development of education within the county should be used to alleviate the high pressure of teachers in county and town junior high schools;technological empowerment should be used to reduce teachers’ mechanical and procedural work;and teachers’ work pressure should be effectively relieved by improving the sense of teaching effectiveness.

Key words: teachers, work stress performance, stressors, self-efficacy, TALIS 2018