Consequences of Job Stress for the Mental Health of Teachers

Schonfeld, Irvin Sam; Bianchi, Renzo; Luehring-Jones, Peter

doi:10.1007/978-3-319-53053-6_3

Cited by 60 publications

(51 citation statements)

References 86 publications

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“…In other words, while partners and relatives may tend to show care and attention in case of work‐related stress, colleagues and supervisors may be more likely to support workers by helping them in solving problems and implementing new professional strategies and practices. These strategies have different implications compared to a problem‐focused strategy, adopted to solve a problem, an emotion‐focused strategy leads teachers to regulate their emotional reactions to stressful events, which may prevent increased burnout but also impede learning new problem‐solving strategies (e.g., Schonfeld, Bianchi, & Luehring‐Jones, ).…”

Section: Discussionmentioning

confidence: 99%

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Fiorilli

Schneider

Buonomo

et al. 2019

Psychology in the Schools

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Italy had traditionally been considered a family‐oriented culture where support from relatives is primary. The major purpose of this study was to clarify the benefits of social support inside and outside the family for schoolteachers in Italy, focusing on the teacher burnout and work engagement. Findings indicated that the family was by far the most significant source of support. School colleagues who felt close to each other resembled each other in terms of burnout and work engagement. Difficult interactions with colleagues were associated with burnout more extensively at later stages of the teaching career; supervisor support was linked with burnout at an early stage.

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Section: Discussionmentioning

confidence: 99%

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Fiorilli

Schneider

Buonomo

et al. 2019

Psychology in the Schools

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“…Epidemiological research suggests that teachers experience mental health issues at a higher rate compared to other occupations, with work-related stress identified as the key contributor (Schonfeld, Bianchi, & Luehring-Jones, 2017;Stansfeld, Rasul, Head, & Singleton, 2011).…”

Section: Teaching Stressors and Psychological Distressmentioning

confidence: 99%

Psychological distress and coping styles in teachers: A preliminary study

Stapleton

Garby

Sabot

2020

Australian Journal of Education

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Teaching professionals report higher levels of work-related stress and symptoms of psychological health problems than the general population. This study examined psychological distress, coping styles and wellbeing in 166 Australian teachers (aged 22–65 years; M = 37.74 years, SD = 10.84 years). Participants completed an online survey comprising demographic items and four empirical measures (The Satisfaction with Life Scale, Subjective Happiness Scale, The Brief COPE Inventory and The Patient Health Questionnaire). Work, workload and finances were identified as leading sources of stress. Moreover, above-average clinical symptoms of anxiety, depression and physical concerns were reported, and 17% of respondents met criteria for probable alcohol dependence. Results suggested that maladaptive coping strategies employed by teachers may contribute to their risk of increased psychological distress, and decreased life satisfaction and happiness. These findings indicate the need for work-based programmes to enhance teachers’ coping strategies in an effort to reduce psychological distress and improve overall wellbeing in teaching professionals.

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“…There is a wide agreement to consider burnout syndrome as a negative work-related outcome due to the long-term effect of strain resulting from repeated exposure to stressful events (e.g., Demerouti et al, 2002). According to several scholars the main core of burnout is feeling emotionally exhausted, which is characterized by physical and psychological fatigue (e.g., Travers, 2017) in three different social contexts, namely: private life, workplace, and relationship with clients (in this study with students) (Kristensen et al, 2005;Avanzi et al, 2014;Schonfeld et al, 2017). Furthermore, previous studies indicated that teachers' burnout is also related to gender (i.e., females are more at risk than men) and positively associated with years of experience (i.e., high risk of burnout among less experienced teachers) (Leiter et al, 2014).…”

Section: Introductionmentioning

confidence: 96%

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

et al. 2019

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The current study investigates the relations among teachers' trait emotional intelligence, internal and external social support, and their levels of burnout. We hypothesized that both emotional intelligence and teachers' perceived social support were associated with low level of teachers' burnout. We further expected that internal and external support mediated the relationship between trait emotional intelligence and burnout scores. Participants were 318 in-service Italian teachers. The structural equation modeling analysis supports the idea that teachers' trait emotional intelligence is strongly and directly associated with their burnout. Furthermore, internal social support (from the teachers' workplace relationships) was more effective on burnout than support forthcoming from their external context. On the contrary, the mediation hypothesis was partially supported by the empirical data. These findings shed light on the relationship between teachers' emotional competence and their burnout experience at school.

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Consequences of Job Stress for the Mental Health of Teachers

Cited by 60 publications

References 86 publications

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Psychological distress and coping styles in teachers: A preliminary study

Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support

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