Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm

Abstract

Stress and stress-related complaints such as fatigue and depressed mood are common among teachers. Yet, knowledge about the links between the overall level of teacher stress within a school and individual student outcomes is scarce. This study investigates if the levels of teacherreported stress, fatigue and depressed mood within a school are associated with students' ratings of their school satisfaction and perceived teacher caring, respectively. Data derives from two separate data collections performed in upper secondary schools in 2016, the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), which were linked together (5367 students and 1045 teachers in 46 schools). Two-level linear regression analyses were performed. Results showed negative associations between school-level teacher stress, fatigue, and depressed mood and students' school satisfaction and perceived teacher caring, even when controlling for student-and school-level sociodemographic characteristics. The findings suggest that teacher stress may have negative implications for students.

School-Contextual Paths to Student Bullying Behaviour: Teachers Under Time Pressure are Less Likely to Intervene and the Students Know It!

“…This association was mediated by students' perception of adults' tendency to intervene when bullying occurs, but not by teachers' overall stress level. In a previous study, we found that higher levels of teacher stress at the school-level were predictive of less perceived teacher caring and lower school satisfaction among students (Ramberg et al, 2019). However, the present study shows no corresponding association with bullying behaviour, indicating that the teachers manage their stress so that it does not influence their ability to monitor the students or otherwise prevent bullying behaviours.…”

Profiles of Burnout, Coping Strategies and Depressive Symptomatology

“…This will play a particularly important role in the provision of timely interventions. Indeed, the members of group 2 were educational professionals, who are known to experience high levels of stress, which can impact the teaching and learning process and increase their likelihood of developing health problems or absenteeism (Carlotto and Câmara, 2019;Chambers Mack et al, 2019;Gallardo-López et al, 2019;Ramberg et al, 2019).…”

“…Consequently, student problem behaviors are associated with greater exhaustion and decreased enthusiasm among teachers (Nizielski et al, 2013;Aldrup et al, 2018;Aparisi et al, 2019), which in turn can cause them to abandon the teaching profession (Skaalvik and Skaalvik, 2018;Chambers Mack et al, 2019). The stress that teachers experience can also have negative effects on students (e.g., low levels of student satisfaction) (Ramberg et al, 2019). DE can result in low levels of professional consciousness and PA and cause teachers to be irritable, cynical, and critical; these factors involve psychological problems that can adversely affect the teachinglearning process (Yin, 2015).…”

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

“…Therefore, prevention in primary, secondary or tertiary workplaces is necessary [20,21]. In fact, Group 1 has a high level of burnout, and Group 3 is at-risk, because it has moderate burnout values, and low professional achievement values are worrisome, so it is recommended to start management programs for these symptoms [2,17,18,39], which can lead to consequences even in students [17].…”

“…The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome [61], which can have consequences even in students [17]. Primary prevention aimed at guaranteeing well-being is essential.…”