A Qualitative Analysis of Sources of Teacher Stress: Consequences for Performance

Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction

“…In the study by Pelletier et al (2002), for instance, teachers' views of their students as being intrinsically motivated predicted their own feelings of intrinsic need satisfaction. Qualitative studies, in which teachers were interviewed about factors influencing their motivation in positive and negative ways, point in the same direction (Blase, 1986;Stenlund, 1995). Characteristics of the students taught and aspects of teacherestudent interaction often emerged as the most important sources of motivational variation in these studies.…”

An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers

“…Existing studies have explored the following unpleasant emotions in teaching which could be the discrete emotions that cause emotional exhaustion: anxiety (Bullough et al 2006;Calderhead 2001;Coates and Thoresen 1976;Hargreaves 2001), anger, frustration (Blasé 1986;Hargreaves 2004;Liljestrom et al 2007;Sutton and Wheatley 2003; (Hargreaves and Tucker 1991;Prawat et al 1983), shame (Bibby 2002;Carson 2006), and sadness (Sutton 2000, as cited in Sutton andWheatley 2003). Above studies examined the sources that trigger teachers' unpleasant emotions.…”

Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors

“…Grayson and Alvarez (2008) identified studentepeer relations (the extent to which students respect one another and feel a sense of belonging at their school) as a significant predictor of emotional exhaustion. Forlin (2001) identified issues in relation to the inclusion of children with special educational needs in mainstream classes as being stressful, while Blase (1986) found that student apathy and poor achievement significantly contributed to feelings of stress in a sample of US teachers.…”