Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands

Lambert, Richard G.; McCarthy, Christopher J.; O’Donnell, Megan; Wang, Chuang

doi:10.1002/pits.20438

Cited by 116 publications

(127 citation statements)

References 24 publications

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“…Confirming in the main our predictions, the teachers experienced a variation of intensity of emotions at their school, underlying the high importance of their professional role in their self-identity, since under high ego involvement conditions individuals feel such emotional pattern (Frijda, 2009;Lambert et al, 2009;Roseman & Smith, 2001;Stephanou, 2011;Stephanou et al, 2011;Stephanou & Tsapakidou, 2007a;Sutton & Wheatley, 2003;Weiner, 2001Weiner, , 2005. The teachers' distinct professional role in their whole life was also supported by the nature of the reported emotions, based on Seligman's (2002) view of classification of emotions.…”

Section: Emotionssupporting

confidence: 53%

“…Steps R self-task (anxiety)-and other (irritation, nervousness)-related negative emotions than the rest of the emotions, indicating the determinant role of the significant others, such as school administration, students and colleagues in their well being (see Buss & Hughes, 2007;Frenzel et al, 2009;Lambert et al, 2009;McCormick & Barnett, 2011;Parrrott, 2003;Schutz, Hong, Cross, & Osbon, 2006;Summers & Davis, 2006;Yoon, 2002). It should mentioned that high anxiety can impairs task relevant processing, such as solving the various problems that occur every day in school (Ashcraft & Kirk, 2001;Schutz & DeCuir, 2002).…”

Section: Emotionsmentioning

confidence: 99%

“…Teachers may experience the whole spectrum of emotions across the various situations relevant to their professional role; therefore, emotions should be examined in any comprehensive discussion of teachers' motivation and behaviour (Astleitner, 2000;Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009;Hargreaves, 2000;Lambert, Mccarthy, O'Donnell, & Wang, 2009;Stephanou & Mastora, submitted;Sutton & Wheatley, 2003). Teachers may experience satisfaction, pride, enthusiasm, happiness and enjoyment for their good teaching, respectful relationships with their colleagues, warm school climate, and students' academic progress.…”

Section: Emotionsmentioning

confidence: 99%

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The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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This study aimed at investigating a) teachers' job satisfaction, experienced emotions at school, self-efficacy and school collective-efficacy beliefs; b) the influential role of self-efficacy in the school collectiveefficacy beliefs, and in the impact of the school collective-efficacy beliefs on job satisfaction and emotions; and c) the effect of self-and collective-efficacy beliefs on the impact of job satisfaction on emotions. The sample comprised 268 elementary school teachers (113 male, 155 female), who completed the scales at the middle of a school year. The results showed that a) the teachers experienced form moderate negative emotions to moderate positive emotions at school, particularly in the context-task-and self-related emotions; b) teachers' self-efficacy had positive effect on school collective-efficacy beliefs and job satisfaction, and on the impact of collective efficacy on job satisfaction; c) self-efficacy, collective efficacy and job satisfaction, as a group, explained from a small to moderate amount of the variance of the emotions, while the impact of job satisfaction on the emotions was to a significant extent mediated by teachers' perceptions about their school collective efficacy; and d) self-efficacy had direct and indirect effect, through the interaction of collective efficacy and job satisfaction, on the emotions. The findings are discussed for their applications in educational practice and future research.

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Section: Emotionssupporting

confidence: 53%

Section: Emotionsmentioning

confidence: 99%

Section: Emotionsmentioning

confidence: 99%

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The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Στεφάνου¹,

Gkavras²,

Doulkeridou³

2013

PSYCH

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“…Lhospital e Gregory (2009) constataram que, quando o professor auxilia na resolução das dificuldades do aluno, seu senso de eficácia aumenta, protegendo-o do estresse. Em contrapartida, os problemas emocionais de alunos podem enfraquecer o senso de eficácia docente e levar a uma atitude mais crítica do professor em relação às suas próprias habilidades (LAMBERT et al, 2009). Deve-se considerar também a possibilidade de associação entre o maior estresse percebido e a menor despersonalização, sugerindo que o professor mais sensível e atento às dificuldades do estudante está mais propenso ao estresse (LAUGAA; RASCLE; BRUCHON-SCHWEITZER, 2008).…”

Section: Indicadores De Estresse Em Professores Após Intervenção Paraunclassified

“…Ainda sobre essa temática, percebeu-se que, quanto maior o estresse e burnout, há menos criação de ambientes sociais positivos para as crianças. Com isso, há mais modelos para comportamentos sociais negativos, principalmente em casos de exaustão emocional e de percepção do aluno como objeto, em vez de sujeito em desenvolvimento (LAMBERT et al, 2009). A dificuldade na interação com alunos pode surgir pelo fato de os professores não terem oportunidades de aprender estratégias para lidar com o estresse ou para se preparar para a profissão (BALOGLU, 2008).…”

Section: Indicadores De Estresse Em Professores Após Intervenção Paraunclassified

Estresse e enfrentamento em professores: uma análise da literatura

et al. 2014

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O estresse tem sido associado a problemas de saúde em professores, sendo importante compreender suas estratégias de enfrentamento (coping). Assim, o presente estudo revisou a literatura sobre estresse e coping em professores, com a análise dos principais resultados de pesquisas da área e de suas características metodológicas. Foram analisados artigos publicados entre 2006-2011 em bases internacionais do Portal Periódicos/CAPES, com as palavras-chave: stress, coping e teacher. Os 19 artigos sobre o tema disponíveis integralmente foram analisados. A partir desse material, procedeu-se análise relacionada ao estresse, às estratégias de enfrentamento e às suas implicações para o trabalho docente. É evidenciada a necessidade de práticas avaliativas e interventivas em atenção ao coping e aos sintomas de estresse, de modo a ampliar a compreensão sobre os processos que levem ao bem-estar docente e, consequentemente, à qualidade do ensino ofertado.

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Vocational Concerns of Elementary Teachers: Stress, Job Satisfaction, and Occupational Commitment

McCarthy

Lambert

Reiser

2014

Journal of Employment Couns

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This study examines the vocational concerns of 185 elementary teachers. Participants were classified based on their perceptions of the magnitude of their classroom demands and resources. These groupings were then examined for differences in teachers' personal coping resources, job satisfaction, and occupational commitment. Results indicated that teachers classified as perceiving high classroom demand vis-à-vis classroom resources reported lower personal coping resources, less job satisfaction, and more plans to leave their current job.Keywords: vocational concerns, teachers, job satisfaction, stress, coping Employment counselors can play an important role in helping teachers understand the effect of stress on their vocational concerns. According to a 2012 Met Life survey (Metlife, 2012), "Teacher satisfaction has declined to its lowest point in 25 years" (p. 45), with only 39% reporting themselves as very satisfied. At the same time, polling data from the 2012 Gallup-Healthways Well-Being Index found that teachers ranked second only to physicians in occupational well-being (Gallup, 2013). These two surveys are not necessarily at odds; whereas the MetLife survey found a decrease in teacher satisfaction overall, it was found that 43% were "somewhat" satisfied, and only 17% were somewhat or very dissatisfied. Workplace stress may be one differentiator of teachers' job satisfaction and well-being: the 2012 Gallup-Healthways Well-Being Index found that teachers were second only to physicians in reporting having felt stress at work, and the Metlife survey found that 51% of teachers felt under great stress at least several days per week. Interestingly, elementary school teachers were found to be more likely than middle or high school teachers to report high stress (59% vs 44% vs 42%). It seems clear that, although stress is prevalent for teachers, it is not universal, nor does it always cause vocational concerns. Kyriacou and Sutcliffe (1977) were among the first to provide a definition of teacher stress, describing it as a state of negative affect experienced by a teacher as a result of negative perceptions of the classroom environment. Transactional theories (Lazarus

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Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands

Cited by 116 publications

References 24 publications

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

Estresse e enfrentamento em professores: uma análise da literatura

Vocational Concerns of Elementary Teachers: Stress, Job Satisfaction, and Occupational Commitment

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