The Effects of Job Stress on South Korean Teachers’ Instructional Practices: The Mediating Roles of Teacher Self-Efficacy and Job Satisfaction

With growing concerns about South Korean teachers’ stress stemming from their working environment (e.g., student behaviors, workload, administration system), we used structural equation modeling to analyze the relationship between teacher job stress, self-efficacy, job satisfaction, and instructional practices. Data collected from 2,462 South Korean teachers who participated in the TALIS 2018 were used. Results showed that teacher job stress had a positive direct effect on instructional practices. Teacher job stress had a negative indirect effect on instructional practices via self-efficacy and job satisfaction, respectively. Teacher self-efficacy and job satisfaction acted as sequential mediators between teacher job stress and instructional practices. Implications of the results are discussed, including the multifaceted impact of teacher job stress on teachers’ psychological and instructional outcomes.