Klassen, R.M. and Chiu, M.M. (2011) The Occupational Commitment and Intention to Quit of Practicing and Pre- Service Teachers: Influence of Self-Efficacy, Job Stress, and Teaching Context. Contemporary Educational Psychology, 36, 114-129. http://dx.doi.org/10.1016/j.cedpsych.2011.01.002

has been cited by the following article:

• TITLE: The Relationship among Self-Efficacy Beliefs, External Locus of Control and Work Stress in Public Setting Schoolteachers

  AUTHORS: Maura I. Cascio, Paola Magnano, Silvia Elastico, Valentina Costantino, Valentina Zapparrata, Antonino Battiato

  KEYWORDS: Work Stress Models, Personality and Individual Differences, Self Efficacy, Locus of Control, Risk Assessment

  JOURNAL NAME: Open Journal of Social Sciences, Vol.2 No.11, November 28, 2014

  ABSTRACT: Work stress is considered as the product of an imbalance between environmental demands (stressors) and individual differences (capabilities, resources or needs), associated with adverse health outcomes as well as adverse work outcomes. According to the literature in this field, teaching has ranked among the most stressful occupation. In order to investigate the role of Self-Effi- cacy Beliefs and Locus of Control as personal capabilities to cope with environmental demands, this study examines the interactions among these psychological features in a group of schoolteachers. Results of this survey suggest that self-efficacy belief represents one of the most important “protective” factors in response to psychological stress.