Teacher Stress and Classroom Management

McCarthy, Christopher J.; Mosley, Kristen C.; Dillard, Jendayi B.

doi:10.4324/9781003275312-14

Cited by 12 publications

(16 citation statements)

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“…Bierman [31] and Abraham [30] emphasize the need to invest efforts in changing attitudes toward the rejected student by the peer group prior to addressing the issue of the rejected students themselves. In this paper, the teachers are perceived not just as external factors who intervene in order to change the perceptions and behaviors of the students, but as factors whose perceptions, emotions, and behavior have an effect on the social dynamic in the classroom [11].…”

Section: Discussionmentioning

confidence: 99%

“…Tal [7] proposed that RNW be employed to help preschool and elementary school teachers cope with difficult behavior problems, a frequent cause of concern for both veteran and novice teachers [8,9], which often contributes to thoughts of leaving the teaching profession. Indeed, despite the range of interventions available for addressing behavior problems [10], the negative feelings felt by teachers toward children with these problems [11] often seem to undermine success.…”

Section: Introductionmentioning

confidence: 99%

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Employment of Repeated Narrative Writing by a Teacher in Coping with Social Rejection and Behavior Problems of One of Her Sixth-Grade Students

Tal¹,

Meyma²

2023

Interdisciplinary Insights on Interpersonal Relationships

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This study examined a teacher’s use of repeated narrative writing (RNW) based on Pennebaker’s expressive writing method to cope with emotionally loaded incidents related to social rejection and behavior problems of a sixth-grade student in Israel. An analysis of 28 narratives written by the homeroom teacher and an extended narrative written by the student herself at the end of the school year revealed that RNW helped the teacher overcome helplessness, regulate negative feelings toward the student, and form an emergent plan for coping with the student’s difficulties. The teacher’s plan included enhancement of the teacher’s relationships with the student, her peers, other teachers, the school principal, and the student’s parents. At the end of the school year, the student was better integrated in the class, learned to trust the teacher, and lean on her for support, and showed improved academic performance.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Employment of Repeated Narrative Writing by a Teacher in Coping with Social Rejection and Behavior Problems of One of Her Sixth-Grade Students

Tal¹,

Meyma²

2023

Interdisciplinary Insights on Interpersonal Relationships

View full text Add to dashboard Cite

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“…Thus, it has direct relevance for teachers, in particular, like police officers and first responders, who are continually exposed to emotionally provocative situations and usually unable to remove themselves from the situation to calm down. Instead, they must continue to teach and develop skills to regulate their emotions on‐the‐job and in the moment (Jennings & Greenberg, 2009; McCarthy et al, 2014). Emotion regulation skills influence teachers' ability to effectively cope with the demands of teaching (Jennings & Greenberg, 2009; Sutton, 2004) and negatively oriented emotional responses are strongly associated with teacher stress and burnout (Montgomery & Rupp, 2005).…”

Section: Introductionmentioning

confidence: 99%

The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools

Shernoff

Ruork

Nadeem

et al. 2022

Psychology in the Schools

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This study examined the feasibility and promise of using virtual Dialectical Behavior Therapy Skills Training (DBT‐ST) with educators. DBT‐ST was offered to 39 educators (89% female, mean age 46.45) in one high‐poverty school district during the COVID‐19 pandemic using a pre–post design. Educators attended five of eight groups (Mode = 8) and there were statistically significant decreases in stress (p = .001, rrb = −.51) and dysfunctional coping (p = .000, rrb = −.57), and increases in DBT skill use (p = .016, rrb = .44). Ratings on anxiety and depression were unchanged. The χ2 analyses indicated a significant relationship between stress and attendance with the high stress group more likely to attend the groups than the low stress group, χ2(1) = 4.88, p = .027. DBT‐ST may be feasible for teachers but future considerations regarding the role of mental health personnel in delivering teacher health and wellness interventions is warranted.

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“…Beginning teachers typically face an abundance of potential stressors: they often are assigned to the most challenging classrooms, have difficulty merging the gaps between theory and practice, experience pressure from student learning standards and accountability measures and routinely struggle with student behavior management (McCarthy et al. , 2022; Youngs et al.…”

mentioning

confidence: 99%

New teachers' risk for stress: associations with mentoring supports

Boyle

Mosley

McCarthy

2023

IJMCE

Self Cite

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PurposeAlthough mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring.Design/methodology/approachCross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and US first-year teachers' occupational stress risk. NTPS items assessing teachers' workplace demands, resources and mentoring experiences were used to examine associations between stress risk and mentoring supports received. Multiple regression analysis and chi-square tests of independence were conducted to answer the study's three research questions.FindingsMentor status and study covariates statistically significantly predicted teacher stress risk, with mentor assignment being associated with decreased stress risk. Findings also revealed teachers who were not assigned a mentor were significantly more likely to experience greater stress risk and when assigned mentors, teachers with greater stress risk reported significantly different mentoring experiences than did teachers with less stress risk.Originality/valueThe current study addresses common limitations found in research on teacher mentoring and occupational stress, including the use of local, small samples and the absence of a comparison group and control variables. The associations between first-year teacher mentoring experiences and stress risk have not been firmly established and the current study provides needed evidence to support that mentored first-year teachers are more likely to report lower stress risk than their unmentored colleagues.

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Teacher Stress and Classroom Management

Cited by 12 publications

References 0 publications

Employment of Repeated Narrative Writing by a Teacher in Coping with Social Rejection and Behavior Problems of One of Her Sixth-Grade Students

Employment of Repeated Narrative Writing by a Teacher in Coping with Social Rejection and Behavior Problems of One of Her Sixth-Grade Students

The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools

New teachers' risk for stress: associations with mentoring supports

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