Abstract

Many studies have reported teacher stress as a complex phenomenon induced by various stressors. Among these, lack of self-efficacy remains one of the most significant stressor. Besides, self-efficacy plays a moderating role in controlling stress. Stress over a significant period of time leads to burnout, characterized by feelings of depersonalization, lack of accomplishment, and emotional exhaustion. This review encapsulates the major theoretical developments in the area of teacher stress and the concept of self-efficacy as a tool for coping with stress. In this review we found that literature within the sphere of teachers’ self-efficacy and its relationship with stress-coping is still in its infancy, lacking good empirical support in terms of sound methodologies and measurement tools. This paper concludes with implications for future research in relation to the limitations of the existing studies.

Key words: Teacher stress, self-efficacy, prevalence of stress, stress-coping mechanisms.