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Levels of Self-Efficacy among Harassed Teachers

Levels of Self-Efficacy among Harassed Teachers

Isabel Cantón, Consuelo Morán
Copyright: © 2010 |Volume: 1 |Issue: 2 |Pages: 9
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781609604325|DOI: 10.4018/jdldc.2010040106
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MLA

Cantón, Isabel, and Consuelo Morán. "Levels of Self-Efficacy among Harassed Teachers." IJDLDC vol.1, no.2 2010: pp.48-56. http://doi.org/10.4018/jdldc.2010040106

APA

Cantón, I. & Morán, C. (2010). Levels of Self-Efficacy among Harassed Teachers. International Journal of Digital Literacy and Digital Competence (IJDLDC), 1(2), 48-56. http://doi.org/10.4018/jdldc.2010040106

Chicago

Cantón, Isabel, and Consuelo Morán. "Levels of Self-Efficacy among Harassed Teachers," International Journal of Digital Literacy and Digital Competence (IJDLDC) 1, no.2: 48-56. http://doi.org/10.4018/jdldc.2010040106

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Abstract

The aim of this study was to examine the differences among harassed teachers and un-harassed ones, regarding coping strategies, self-efficacy, and locus of control. Participants were 255 teachers (163 women and 92 men) who completed a set of three questionnaires, the Mobbing Perceived Questionnaire, a battery of control expectancies, and the Brief COPE to assess, respectively, mobbing perceived at work, self-efficacy, locus of control, and cooping strategies. The results showed differences in self-efficacy, locus of control, and use of coping strategies depending on the teachers’ degree of mobbing perceived. The authors believe that the efforts for preventing mobbing made by educational organizations must be intensified, as they not only affect teachers’ quality of life but also the quality of the educational system, furthermore new technologies can have a relevant role on this side by making available all information on those phenomena.

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