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Teacher Stress and Pupil Behaviour Explored through a Rational-Emotive Behaviour Therapy Framework
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Robertson, Caroline; Dunsmuir, Sandra – Educational Psychology, 2013
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted…
Descriptors: Stress Variables, Self Efficacy, Therapy, Behavior Modification