Examining teacher stress-vulnerability in the US secondary school context

Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Eyal, Maytal; Playfair, Emily Claire; Dillard, Jendayi B.

doi:10.1080/00131911.2019.1619521

Cited by 10 publications

(7 citation statements)

References 71 publications

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“…Additional sources of stress include a perceived lack of support, poor working conditions, and student misbehavior ( Shernoff et al, 2011 ; Richards, 2012 ). Together, these factors contribute to low job satisfaction ( Liu and Ramsey, 2008 ; McCarthy, 2019 ), reduced occupational commitment ( McCarthy, 2019 ; Fitchett et al, 2021 ), and high rates of attrition ( Boe et al, 2008 ; Conley and You, 2009 ). Teachers are also likely to experience workplace fatigue ( Fitchett et al, 2021 ) and burnout ( Haberman, 2005 ; Bottiani et al, 2019 ) as a result of work-related stress.…”

Section: Introductionmentioning

confidence: 99%

“…Together, these factors contribute to low job satisfaction ( Liu and Ramsey, 2008 ; McCarthy, 2019 ), reduced occupational commitment ( McCarthy, 2019 ; Fitchett et al, 2021 ), and high rates of attrition ( Boe et al, 2008 ; Conley and You, 2009 ). Teachers are also likely to experience workplace fatigue ( Fitchett et al, 2021 ) and burnout ( Haberman, 2005 ; Bottiani et al, 2019 ) as a result of work-related stress. Moreover, job stress has been associated with mental health symptoms including anxiety, depression, and somatization ( Godin et al, 2005 ; Mark and Smith, 2012 ), as well as physical health effects such as increased disease risk, weight gain, and poor sleep ( Bosma et al, 1998 ; Kivimäki et al, 2006 ; Knudsen et al, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

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Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic

Demmin

Silverstein

Shors

2022

Front. Hum. Neurosci.

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Teachers face significant stressors in relation to their work, placing them at increased risk for burnout and attrition. The COVID-19 pandemic has brought about additional challenges, resulting in an even greater burden. Thus, strategies for reducing stress that can be delivered virtually are likely to benefit this population. Mental and Physical (MAP) Training combines meditation with aerobic exercise and has resulted in positive mental and physical health outcomes in both clinical and subclinical populations. The aim of this pilot study was to evaluate the feasibility and potential effectiveness of virtual MAP Training on reducing stress and improving mood and well-being in teachers. Participants (n = 104) were from recruited online from kindergarten to grade twelve (K-12) schools in the Northeastern region of the United States and randomly assigned to a 6-week program of virtual MAP Training (n = 58) or no training (n = 13). Primary outcomes included pre-intervention and post-intervention ratings on self-report measures of social and emotional health. Changes in cognitive functioning and physical health were also examined in secondary analyses. By intervention end, participants in the MAP Training group reported less anxiety and work-related stress compared to those who received no training (ds = −0.75 to −0.78). Additionally, MAP Training participants reported improvements in depressive symptoms, rumination, work-related quality of life, perceived stress, and self-compassion (ds = 0.38 to −0.82), whereas no changes were observed in the no training group. Participants also reported increased subjective ratings of executive functioning, working memory, cognitive flexibility, and fewer sleep disturbances (ds = −0.41 to −0.74). Together, these results suggest that the combination of meditation and aerobic exercise is an effective virtual intervention for improving mental health and well-being among K-12 teachers and may enhance resilience to stressful life events such as occurred during the coronavirus pandemic.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic

Demmin

Silverstein

Shors

2022

Front. Hum. Neurosci.

View full text Add to dashboard Cite

show abstract

“…This suggests individual teacher perceptions of their working conditions matter a great deal more than building-level characteristics such as financial resources. This highlights our findings that differences in teachers' appraisals reflect both their individual perceptions and the realities of school contexts (Fitchett et al, 2021), which includes resource inequities common in large schools serving high needs urban areas (Boyd et al, 2005;Ingersoll & Smith, 2003) and limited access to instructional resources (Achinstein et al, 2004;Anyon, 1980;Rockoff, 2004;Wayne & Youngs, 2003).…”

Section: Transactional Theory As a Lens For Measuring Teacher Stressmentioning

confidence: 55%

Associations between teacher stress and school leadership: A mixed methods study with implications for school psychologists.

Lambert,

McCarthy,

Weppner

et al. 2023

School Psychology

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“…Importantly for the current study, information about teachers' appraisals of their classroom demands and resources is available in the NTPS, and prior studies were able to replicate the CARD Appraisal Index protocol with similarly themed items assessing demands and resources (Fitchett et al, 2019). This study using the Schools and Staffing Survey (SASS) and NTPS has also found that (a) all teachers report higher levels of stress in underresourced, majority-minority schools, but (b) White teachers report even higher demand levels than Black or Hispanic teachers working in majority−minority schools (Fitchett et al, 2020;McCarthy et al, 2021).…”

Section: Workplace Appraisals and Teacher Stressmentioning

confidence: 99%

“…In addition to these unique demands placed upon elementary teachers, staples of many desired career paths, such as status and salary, have been missing in the context of an elementary teacher's work—often to the detriment of their job satisfaction (Cockburn, 2000). As an extension to prior work examining teacher occupational health among secondary teachers (Fitchett et al, 2019), the current study focuses solely on elementary teacher occupational health outcomes.…”

Section: Introductionmentioning

confidence: 99%

Elementary teacher occupational health outcomes across schools with varying resources and demographics

Mosley

McCarthy

Lambert

et al. 2022

Psychology in the Schools

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Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when working in schools where the predominant student demography was either congruent or incongruent with their own. Data from the 2015−2016 National Teacher and Principal Survey was used to find propensity score matches among 7540 Black, Hispanic, and White elementary teachers. Black, Hispanic, and White teachers all reported stronger occupational health outcomes in higher‐resourced, majority‐White schools. Black and Hispanic teachers reported higher levels of occupational health outcomes than White teachers when teaching in under‐resourced, majority−minority schools. These findings suggest important implications for teacher training and support, such as considering increased training and reflection opportunities on culturally responsive teaching, broadening policies that homogeneously categorize and aim to uniformly support “teachers of color,” and examining the ways in which teacher identity uniquely informs their workplace experiences and may necessitate differentiated resources.

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Examining teacher stress-vulnerability in the US secondary school context

Cited by 10 publications

References 71 publications

Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic

Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic

Associations between teacher stress and school leadership: A mixed methods study with implications for school psychologists.

Elementary teacher occupational health outcomes across schools with varying resources and demographics

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