An Exploration of Teacher Constructs Through a Rational-Emotive Behaviour Therapy Framework
Dr Caroline Robertson, University College London (robertson_c_j@hotmail.com)
Aim
To examine the relationship between teachers’ beliefs about
work in schools, feelings of self-efficacy, reports of stress,
feedback offered to pupils in class, and the impact of these
on pupil behaviour.
Background
Current national agendas place emphasis on promoting the
mental health and wellbeing of young people; however, it is
questionable whether teachers will be able to support pupil
wellbeing if their own emotional and social needs are not met
(Weare & Grey, 2003). This study examined the variables that
might be considered to contribute to teacher wellbeing, using
the psychological framework of Rational-Emotive Behaviour
Therapy (REBT).
REBT interventions have been used with teachers to address
negative or irrational thoughts/beliefs and the associated
emotions and behaviours. It is hoped that teachers will then be
more likely to remain in control, feel empowered and avoid
levels of stress that accompany chronic states of exhaustion or
‘burnout’ (Maag, 2008).
Methods
Fifty-eight teachers from five secondary schools in a large
Outer London Local Authority completed the following
questionnaires:
• Teacher Irrational Belief Scale (Bernard, 1990)
• Teachers’ Sense of Efficacy Scale - Short Form (TschannenMoran & Woolfolk-Hoy, 2001)
• Teacher Stress Questionnaire (Borg & Riding, 1993)
In addition, the Observing Pupils and Teachers in Classrooms
schedule (OPTIC; Merrett & Wheldall, 1986) was completed
by an independent researcher, who rated both verbal teacher
feedback and on-task pupil behaviour during one lesson for
each teacher.
Results
The outcomes of the correlational analysis of
the five variables are shown in Table 1.
Table 1. Correlations of the Major Study Variables
Variable
1
2
3
4
5
1. Irrational Beliefs
Significant findings:
1. Stress positively correlated with
irrational beliefs, but negatively
correlated with self-efficacy.
2. Self-efficacy negatively correlated with
irrational
beliefs,
but
positively
correlated
with
on-task
pupil
behaviour.
3.
Positive teacher feedback positively
X
correlated with on-task pupil behaviour
2. Self-Efficacy
- .36**
3. Stress
.64***
- .42***
4. On-Task Pupil
Behaviour (%)
- .06
.40**
- .10
5. Positive Teacher
Feedback (%)
- .23
.19
- .21
.53***
Note. Whole scale scores used for Irrational Beliefs, Self-Efficacy & Stress
measures. “Positive Teacher Feedback” = [(Positive Academic & Social
Comments)/ (Positive & Negative, Academic & Social Comments)] x 100
*p < .05. ; ** p < .01 ; *** p < .001.
Discussion
1. Stress: although direction of causality cannot be established through correlation, previous research using a structural equation
modelling approach has suggested that low self-efficacy precedes job stress and subsequent burnout (Schwarzer & Hallum, 2008).
Positive relationships between irrational beliefs and stress have previously been demonstrated by Bernard (1990).
2. Self-Efficacy: Tschannen-Moran, Woolfolk-Hoy and Hoy (1998) state that teachers weigh self-perceptions of personal teaching
competence against the assumed requirements of the teaching task when assessing self-efficacy. The findings suggest that irrational
beliefs are likely to impact on both elements of this assessment. Self-efficacy has previously been linked with pupil achievement and
motivation (e.g. Ross, 1992), but not with on-task pupil behaviour.
3. Positive Teacher Feedback: the above findings support existing research relating positive pupil behaviour to teacher rates of
approval in the classroom (e.g. Wheldall, Houghton & Merrett, 1989).
Implications
•To support the wellbeing of teachers (in terms of feelings of stress), it appears important to target any existing irrational beliefs and to
bolster feelings of self-efficacy.
•To support the wellbeing of pupils (in terms of their behaviour), it appears important to target the amount of positive feedback they
receive from teachers in the classroom and the feelings of self-efficacy of their teachers.
•The researcher found that a series of four one-hour INSET sessions based on REBT principles was not able to improve teachers’
ratings of these five variables in comparison with a no-intervention control group. Thus, it remains to be seen what form of
intervention would best support positive change in these constructs for secondary school teaching staff.
References
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Nottingham: DfES Publications