The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well-being: general health, teacher efficacy, self-critical attitudes, and burnout symptoms. C 2009 Wiley Periodicals, Inc.

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The study in this article examined the relationship of school counselors’ reports of demands and resources in their work environment to perceived stress, biographic factors, and caseload characteristics. Participants were 227 school counselors in Texas. Paperwork requirements and size of caseload were rated the most demanding aspects of their job, and other counselors were rated as the most helpful resource by participants. The perceived equality or inequality of work demands and resources also was assessed. School counselors classified in the higher-demand group reported having higher perceived stress, being less likely to remain in the profession the next year, and having higher caseload percentages of students with disabilities, lower academic performance, and poor attendance.

These findings suggest that increasing social support may be particularly important in the management of depression and anxiety in rheumatoid arthritis.