Self-efficacy, stress and job satisfaction among pre-service, novice and experienced English teachers: a study of their occupational health.

Background: This study aimed to investigate English teachers' self-efficacy for student engagement, classroom management, instructional strategies and literacy instruction, as well as to determine whether teacher stress and job satisfaction may affect their occupational health (in terms of self-efficacy). In addition, this is one of the first studies to examine the differences in self-efficacy among pre-service, novice and experienced in-service teachers in a Chinese society, where English is positioned as a foreign language.

Participants And Procedure: 271 English teachers (90 pre-service, 181 in-service) with mean teaching experience of 5.