Self-Efficay and Self-Regulation as moderating variables of work stress in Elementary School teachers

Self-Efficay and Self-Regulation as moderating variables of work stress in Elementary School teachers. The main purpose of this article is to deepen into the possible moderating role of variables such as self-efficacy and self-regulation in the experience of work stress. Revision of previous research is not conclusive, for this reason this investigation can yield empirical evidence on the relation between these variables. The sample consisted of 106 elementary school teachers; these workers have been reported to undergo important levels of stress in their jobs. Four instruments were used in this investigation, the Irritation Scale and the Brief Burnout Questionnaire to assess the dependent variables and the General Self-Efficacy Scale and the Self-Regulation Scale as independent variables to explain the model. Correlation and lineal multiple regression analyses were carried out. Results obtained confirmed initial hypotheses, since subjects scoring higher in self-efficacy and self-regulation show lower levels of stress. Regression analysis showed a lower role to the independent variables considered in the model than expected, although results were significant.