A Study of Peer Pressure, Social Support, and Self-efficacy in Teachers of Elementary Schools

• Main Authors: Chen, Ya-Hsin, 陳雅昕
• Other Authors: 鍾才元
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/89530199619648279202

碩士 === 臺北市立大學 === 心理與諮商學系心理與諮商教學碩士學位班 === 103 === The study aimed to investigate the relationships among social support, peer pressure, and self-efficacy in elementary school teachers. Participants were 539 elementary school teachers from northern Taiwan. They responded to a questionnaire which consisted of ‘Teacher Self-Efficacy Scale,’ ‘Social Support Scale,’ and ‘Teacher Peer Pressure Scale.’ Major findings were: (1) Peer pressure for teachers covered three aspects: involvement with peers, conformity to peer norms, and participation in school activities. (2) Teachers aged 30 or less reported experiencing more peer pressure in participating in school activities, whereas those younger than 30 with five or fewer years of teaching experience had less peer pressure in involvement with peers; subject teachers experienced less peer pressure in involvement with peers, whereas teachers with administrative work had more peer pressure in participating in school activities; married teachers had greater peer pressure in involvement with peers and conformity to peer norms; teachers without kids had more peer pressure in involvement with peers. (3) Teachers with administrative work perceived receiving more social support from colleagues than homeroom teachers. (4) Females had greater peer pressure and self-efficacy; teachers with five or less years of teaching experience reported lower self-efficacy than teachers with 16 or more years; married teachers with kids had higher self-efficacy. (5) Teachers who had peer pressure in professional development also reported having higher self-efficacy. (6) Positive correlation was found between social support and self-efficacy, and between peer pressure and self-efficacy. (7) For elementary school teachers, self-efficacy was predicted first by evaluative social support and second by peer pressure in involvement with peers. Suggestions are provided for teachers, schools and future researchers, based on the result of this study. Keywords: Social Support, Peer Pressure, Self-efficacy.