The longitudinal effects of induction on beginning teachers’ stress
Open accessAbstract
BACKGROUND: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. AIMS: This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed. SAMPLE: Longitudinal data from a sample of 393 beginning teachers (56.5% female) were collected at three measurement occasions. All teachers were offered four different induction arrangement elements. METHOD: Results of multiple group confirmatory factor analysis confirmed longitudinal measurement invariance. Multivariate latent growth curve modelling (MLGM) was conducted to examine the initial status, the subsequent linear growth, and the influence of the individual induction arrangement elements on the stress causes and stress responses. RESULTS: MLGM results show that perceived stress caused by high psychological task demands increases over time (d = 0.22), whereas perceived stress caused by negative pupil aspects decreases over time (d = -0.52). Further, workload reduction decreases the level of perceived high psychological task demands, negative social aspects, and all the stress responses. Perceived support for effective teaching behaviour decreases the level of perceived negative emotions and discontent. Further, school enculturation has an influence on the change in perceived discontent over time. CONCLUSIONS: Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Teaching staff usually have higher burnout rates.
“Specifically, teaching staff usually have higher burnout rates [6,7,8,9,10,11,12,13,14,15,16,17,18,19]”
From Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers (2020) · cites this paper as [14]
Burnout syndrome is present in some secondary school teachers.
“the results obtained corroborate that burnout syndrome is actually present in some secondary school teachers [6,7,8,9,10,11,12,13,14,15,16,17,18,19].”
From Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers (2020) · cites this paper as [14]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788 · see citing works
“Stress: appraisal and coping,”
Folkman, S. (2013) · Encyclopedia of Behavioral Medicine · doi:10.1007/978-1-4419-1005-9_215 · Cited by 27,833 · see citing works
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cheung, G. W., & Rensvold, R. B. (2002) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem0902_5 · Cited by 16,280 · see citing works
Confirmatory factor analysis for applied research
Brown, T. A. (2007) · Choice Reviews Online · doi:10.5860/choice.44-2769 · Cited by 15,613 · see citing works
The measurement of experienced burnout
Maslach, C., & Jackson, S. E. (1981) · Journal of Organizational Behavior · doi:10.1002/job.4030020205 · Cited by 14,496 · see citing works
The Job Demands‐Resources model: state of the art
Bakker, A. B., & Demerouti, E. (2007) · Journal of Managerial Psychology · doi:10.1108/02683940710733115 · Cited by 12,996 · see citing works
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Chen, F. F. (2007) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1080/10705510701301834 · Cited by 12,217 · see citing works
Transactional theory and research on emotions and coping
Lazarus, R. S., & Folkman, S. (1987) · European Journal of Personality · doi:10.1002/per.2410010304 · Cited by 3,053 · cited 1× · see citing works
“An example is the transactionalmodel of stress (Folkman, 2013; Lazarus & Folkman, 1987).”
BackgroundBurnout and work engagement: the JD–R approach.
Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. I. (2014) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-031413-091235 · Cited by 2,486 · see citing works
Structural Equation Modeling with Mplus: Basic Concepts, Applications, and Programming
Byrne, B. M. (2013) · doi:10.4324/9780203807644 · Cited by 2,063 · see citing works
Teacher stress: Directions for future research
Kyriacou, C. (2001) · Educational Review · doi:10.1080/00131910120033628 · Cited by 1,919 · see citing works
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover?
Smith, T. M., & Ingersoll, R. M. (2004) · American Educational Research Journal · doi:10.3102/00028312041003681 · Cited by 1,632 · see citing works
Ingersoll, R. M., & Strong, M. (2011) · Review of Educational Research · doi:10.3102/0034654311403323 · Cited by 1,506 · see citing works
Wang, J., & Wang, X. (2012) · Wiley series in probability and statistics · doi:10.1002/9781118356258 · Cited by 1,373 · see citing works
How teacher turnover harms student achievement
Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013) · American Educational Research Journal · doi:10.3102/0002831212463813 · Cited by 1,324 · see citing works
Mentoring beginning teachers: What we know and what we don’t
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.09.001 · Cited by 1,146 · see citing works
A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
Brouwers, A., & Tomic, W. (2000) · Teaching and Teacher Education · doi:10.1016/s0742-051x(99)00057-8 · Cited by 1,129 · see citing works
A Theory and Procedure of Scale Analysis: With Applications in Political Research
Mokken, R. J. (1971) · doi:10.1515/9783110813203 · Cited by 1,120 · see citing works
Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions
Johnson, S. M., & Birkeland, S. E. (2003) · American Educational Research Journal · doi:10.3102/00028312040003581 · Cited by 932 · see citing works
Thriving not just surviving: A review of research on teacher resilience
Beltman, S., Mansfield, C., & Price, A. (2011) · Educational Research Review · doi:10.1016/j.edurev.2011.09.001 · Cited by 913 · see citing works
“You choose to care”: Teachers, emotions and professional identity
O’Connor, K. E. (2007) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.11.008 · Cited by 734 · see citing works
Côté, S., & Morgan, L. M. (2002) · Journal of Organizational Behavior · doi:10.1002/job.174 · Cited by 540 · see citing works
TEACHER STRESS: PREVALENCE, SOURCES, AND SYMPTOMS
Kyriacou, C., & SUTCLIFFE, J. (1978) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1978.tb02381.x · Cited by 529 · see citing works
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?
Skaalvik, E. M., & Skaalvik, S. (2015) · International Education Studies · doi:10.5539/ies.v8n3p181 · Cited by 465 · see citing works
A structural model of the dimensions of teacher stress
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J. (1995) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1995.tb01130.x · Cited by 452 · see citing works
Teachers’ Everyday Professional Development
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016) · Review of Educational Research · doi:10.3102/0034654315627864 · Cited by 430 · see citing works
S.Yoon, J. (2002) · Social Behavior and Personality: an international journal · doi:10.2224/sbp.2002.30.5.485 · Cited by 402 · see citing works
Fives, H., Hamman, D., & Olivárez, A. (2006) · Teaching and Teacher Education · doi:10.1016/j.tate.2006.03.013 · Cited by 387 · see citing works
Klusmann, U., Richter, D., & Lüdtke, O. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000125 · Cited by 381 · see citing works
Harmsen, R., Helms‐Lorenz, M., Maulana, R., & van Veen, K. (2018) · Teachers and Teaching · doi:10.1080/13540602.2018.1465404 · Cited by 369 · see citing works
Self-citationNovice teachers’ experience of teaching: a dynamic aspect of burnout
Gavish, B., & Friedman, I. A. (2010) · Social Psychology of Education · doi:10.1007/s11218-009-9108-0 · Cited by 252 · see citing works
Work environment predictors of beginning teacher burnout
Goddard, R., O'Brien, P., & Goddard, M. (2006) · British Educational Research Journal · doi:10.1080/01411920600989511 · Cited by 229 · see citing works
Stress and Burnout in the Teaching Profession: European Studies, Issues, and Research Perspectives
Rudow, B. (1999) · Cambridge University Press eBooks · doi:10.1017/cbo9780511527784.004 · Cited by 214 · see citing works
Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.11.003 · Cited by 208 · see citing works
McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P. G., & Baddouh, P. G. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9322-6 · Cited by 180 · see citing works
Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled StudyPreprint
Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M. M., Johnson, A., Grider, M., & Jacobus, M. (2010) · RePEc: Research Papers in Economics · Cited by 148 · see citing works
Teacher Stress? An Analysis of Why Teachers Leave and Why They Stay
Wilhelm, K. A., Dewhurst-Savellis, J., & Parker, G. B. (2000) · Teachers and Teaching · doi:10.1080/713698734 · Cited by 132 · see citing works
Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers
Helms‐Lorenz, M., van de Grift, W. J. C. M., & Maulana, R. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1035731 · Cited by 120 · see citing works
Self-citationTowards a model for the determinants of occupational stress among schoolteachers
Borg, M. G., & Riding, R. (1991) · European Journal of Psychology of Education · doi:10.1007/bf03172771 · Cited by 95 · see citing works
Helms-Lorenz, M., & Maulana, R. (2016) · Educational Psychology · doi:10.1080/01443410.2015.1008403 · Cited by 66 · see citing works
Self-citationFirst year effects of induction arrangements on beginning teachers’ psychological processes
Helms‐Lorenz, M., Slof, B., & van de Grift, W. J. C. M. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-012-0165-y · Cited by 57 · see citing works
Self-citationWork stress and coping: drawing together research and practice
Trenberth, L., & Dewe, P. J. (2004) · British Journal of Guidance and Counselling · doi:10.1080/03069880410001692201 · Cited by 57 · see citing works
Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements
Helms‐Lorenz, M., Slof, B., Vermue, C., et al. (2011) · Educational Studies · doi:10.1080/03055698.2011.598679 · Cited by 57 · see citing works
Self-citationHarmsen, R., Helms‐Lorenz, M., Maulana, R., van Veen, K., & van Veldhoven, M. J. P. M. (2018) · International Journal of Research & Method in Education · doi:10.1080/1743727x.2018.1462313 · Cited by 43 · see citing works
Self-citationQEEW2.0: 42 short scales for survey research on work, well-being and performance
van Veldhoven, M. J. P. M., Prins, J. B., van der Laken, P. A., et al. (2015) · Research portal (Tilburg University) · Cited by 39 · see citing works
Yamasaki, K., Sakai, A., & Uchida, K. (2006) · Social Behavior and Personality An International Journal · doi:10.2224/sbp.2006.34.5.499 · Cited by 30 · see citing works
First Impressions: the new teacher induction arrangements in Scotland
Draper, J., O’Brien, J., & Christie, F. (2004) · Journal of In-service Education · doi:10.1080/13674580100200242 · Cited by 29 · see citing works
First Impressions: the new teacher induction arrangements in Scotland
Draper, J., O’Brien, J., & Christie, F. (2004) · Journal of In-service Education · doi:10.1080/13674580100200316 · Cited by 20 · see citing works
TEACHER STRESS, JOB PERFORMANCE AND SELF EFFICACY OF WOMEN SCHOOL TEACHERS
Hanif, R. (2004) · HEC National Digital Library · Cited by 17 · see citing works
Beijaard, D., Buitink, J., & Kessels, C. (2010) · Elsevier eBooks · doi:10.1016/b978-0-08-044894-7.00653-9 · Cited by 12 · see citing works
Hodkinson, A. (2006) · Journal of In-service Education · doi:10.1080/13674580600841612 · Cited by 10 · see citing works
Understanding non-linear modeling of measurement invariance in heterogeneous populations
Desa, D. (2016) · Advances in Data Analysis and Classification · doi:10.1007/s11634-016-0240-3 · Cited by 6 · see citing works
Flagged first, then by citations
Research works printed but not linked: 5
- Boomsma, A., & Hoogland, J. J. (2001). The robustness of LISREL modeling revisited In Cudeck R., du Toit S., & Sorbom D. (Eds.), Structural equation models: Present and future. A Festschrift in Honor of Karl Jöreskog (Vol. 2, pp. 139– 168). Chicago, IL: Scientific Software International Retrieved from https://core.ac.uk/download/pdf/20770852.pdf
- Evers, A., Van Vliet‐Mulder, J. C., & Groot, C. J. (2000). Documentatie van tests en testresearch in Nederland [Documentation of tests and test research in the Netherlands] In Evers A., & Groot C. J. (Eds.), Testbeschrijvingen [Test descriptions] (pp. 649– 650). Assen, The Netherlands: Van Gorcum & Comp. B.V.
- Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. London, UK: The Falmer Press.
- Van Veldhoven, M. (1996). Psychosociale arbeidsbelasting en werkstress [Psycho‐social workpressure and workstress]. Doctoral thesis, Rijksuniversiteit Groningen, Groningen, The Netherlands.
- Wang, Z., & Wang, X. (2012). Structural equation modelling: Applications using Mplus. Chichester, UK: John Wiley & Sons Ltd.
Cited by
Sorted by citations
Profiles of Burnout, Coping Strategies and Depressive Symptomatology
Martínez, J. P., Méndez, I., Ruiz-Esteban, C., Fernández-Sogorb, A., & García-Fernández, J. M. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00591 · Cited by 123 · see citing works
Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers
Méndez, I., Martínez-Ramón, J. P., Ruiz-Esteban, C., & García-Fernández, J. M. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17186760 · Cited by 64 · see citing works
- Authors
- Harmsen, R., Helms‐Lorenz, M., Maulana, R., & van Veen, K.
- Affiliations
- University of Groningen (NL)
- Teacher Education University of Groningen The Netherlands
- Corresponding author
- Harmsen, Ruth
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2018-07-11
- Volume
- 89
- Issue
- 2
- Pages
- 259-287
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- PMC
- PMC6586068
- OpenAlex
- W2875108259
- Cited by
- 78
- References
- 52
- Citations by year
- 2026: 5 · 2025: 16 · 2024: 13 · 2023: 11 · 2022: 11 · 2021: 15 · 2020: 3 · 2019: 2 · 2018: 1
- FWCI
- 7.12
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- British Journal of Educational Psychology (publishedVersion, cc-by-nc)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion, cc-by-nc)
- University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, cc-by-nc)
- Funders
- Ministerio de Educación de la Nación (OND/ODB‐13/19888)
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- novice teachers, teacher induction programs, teacher stress, stressors, stress response, workload reduction, teacher discontent
- MeSH terms
- School Teachers, Occupational Stress, Adult, Female, Humans, Longitudinal Studies, Male, Schools, Social Support, Staff Development, Workload, Program Development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
