Exploring the Causal Structure Among Perceived Student Behavior Challenges, Teacher Stress, Emotion Regulation, and Self-Efficacy Using Algorithm-Based Discovery Methods

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  In Roundtable Session: The Teachers Are Not OK: Supporting Teacher Well-Being, Motivation, & Engagement

Abstract

This study provides an exploratory and data-driven perspective on the causal structure among perceived student behavior challenges, teacher stress, emotion regulation, and self-efficacy using algorithm-based discovery methods. A total of 460 middle and high school teachers from China participated in this study. The results showed that both student behavior challenges and cognitive reappraisal directly influenced teacher stress, but FCI analysis suggested these relationships may be impacted by unmeasured confounders. Teacher stress, in turn, had a direct effect on teacher self-efficacy as did. Background variables (e.g., age, gender, educational level) did not demonstrate a significant influence on any of the main relationships. The findings provide valuable insights for teacher education programs and future studies to support teacher motivation.

Authors

• Fang Wang, University of South Carolina

• Ruiqin Gao, University of South Carolina

• Dexin Shi, University of South Carolina