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

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Devos, Christelle [UCL] Dupriez, Vincent [UCL] Paquay, Léopold [UCL]

The first goal of this article is to assess, for each country belonging to the Organisation for Economic Co-operation and Development (OECD), the influence of pupils’ sociocultural background on educational aspirations. The second goal is to explore whether, after controlling for educational achievement, the residual influence of sociocultural background is still significant. In addition, the authors estimate whether the sociocultural and academic characteristics of school composition have an additional impact on educational aspirations in this group of countries. Finally, they show that the structural characteristics of school systems moderate the influence of individual characteristics and school composition on educational aspirations.

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès restreint
Publication date 2012
Language Anglais
Journal information "Teaching and Teacher Education" - Vol. 28, no.2, p. 206-217 (2012)
Peer reviewed yes
Publisher Elsevier
issn 0742-051X
Publication status Publié
Affiliation UCL - SSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies
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Bibliographic reference Devos, Christelle ; Dupriez, Vincent ; Paquay, Léopold. Does the social working environment predict beginning teachers’ self-efficacy and feelings of depression?. In: Teaching and Teacher Education, Vol. 28, no.2, p. 206-217 (2012)
Permanent URL http://hdl.handle.net/2078.1/125100