Sources of stress, coping strategies, emotional experience: effects of the level of experience in primary school teachers in France

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

“…Conversely, experienced teachers show a strong sense of depersonalization, which lead them to completely detach themselves from the work context without seeking help and support from their colleagues as well as school leaders (e.g., Fiorilli et al, ). In addition, some studies report that experienced teachers, when compared with novice colleagues, consider relationships with colleagues as a strong source of stress (e.g., Carton & Fruchart, ). Teachers’ sense of belonging to the school community has been shown to relate to their perceptions of stress, regardless of the stage of their careers.…”

Indonesian Novice English Teachers’ Identity Formation

“…When coping strategies are researched, however, the studies mostly focus on the coping strategies exercised by teachers within difficult times in general (e.g. Carton & Fruchart, 2014;Foley & Murphy, 2015;McCann & Johannessen, 2004;Salkovsky et al, 2015), not necessarily focus on coping strategies used by novice teachers in dealing with tensionsexcept for some studies (e.g. Beach & Pearson, 1998;Jang, 2004;Pillen et al, 2013;Pillen, 2013) conducted in western countries.…”

Afrontamiento al estrés y su relación con el tipo de jornada laboral en docentes de educación primaria

“…En el caso de las investigaciones realizadas con docentes, las estrategias de afrontamiento se han estudiado principalmente con relación al estrés (Acosta & Burguillos, 2014;Antoniou, Ploumpi & Ntalla, 2013;Barraza & Gracia, 2016;Gracia & Barraza, 2014;Martínez, 2015) y el síndrome de burnout (Acosta & Burguillos, 2014;Barbosa, Muñoz, Rueda & Suárez, 2009;Foley & Murphy, 2015;Gantiva, Jaimes & Villa, 2010;Martínez, 2015;Montero-Marin, PradoAbril, Piva, Gascon & García-Campayo, 2014); así mismo, se han investigado con relación a variables esencialmente cognitivas, como es el caso del autoconcepto (Ibarra, Armenta & Jacobo, 2014), autoeficacia (Gismero-González et al, 2012), inteligencia emocional percibida (Augusto-Landa, López-Zafra & Pulido-Martos, 2011) y la evaluación de las propias emociones (Nizielski, Hallum, Schütz & Lopes, 2013), o personales, como el nivel académico profesional docente (Contreras & Barraza, 2016;Laguna, 2016;Salas & Barraza, 2017;Valadez, Bravo & Vaquero, 2011), la titularidad laboral (Gismero-González et al, 2012), el nivel salarial de los docentes (Contreras & Barraza, 2016) o nivel de experiencia (Carton & Fruchart, 2014).…”