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To recognize and assess the job stressors that teachers face in daily practice is essential. One of the most used objective measures of stress is the heart rate (HR). This pilot study explored the use of a wearable device (smartwatch) to monitor the HR of two teachers over two weeks in the classroom. Educational context variables (subject, class size, timetable, activity learning performed) and environment variables (temperature, humidity, sun irradiance) were related with HR. The results showed significant differences on HR among the teachers according to the educational activity, time of the day, or day of the week. The environmental variables were related differently in each of the participants. The study showed the practical implications of using a smartwatch, or smart bracelet, in the field of education. It provides systematic data that be analyzed and linked to other variables, opening the possibility of measuring real-time stress in the classroom, as an alternative or complement to stress self-reports. [ABSTRACT FROM AUTHOR]

This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers' level of stress was determined based on their self-reporting of work-related stress and well-being. The findings showed that moderately stressed teachers conducted educational dialogue the most, whereas teachers with low stress conducted dialogue the least. Patterns of teacher-initiated dialogue of a high quality and patterns involving factual knowledge sharing prevailed in the sample. The study contributes to knowledge on teacher stress levels and the occurrence of educational dialogue in preschool. [ABSTRACT FROM AUTHOR]

Aggressive student behavior is considered a leading risk factor for teacher stress. However, teachers' coping styles may affect how they perceive and respond to aggressive student behavior. This study tests whether teachers' perceptions of aggressive student behavior mainly mirror objectively observed aggression in presence of the teacher (as coded by external observers) or whether teachers' perception of aggressive student behavior primarily reflects teachers' avoidant coping styles, such as chronic worry and resignation. Finally, we examine whether observed and teacher-perceived aggression relates to increased vital exhaustion and psychophysiological stress among teachers (i.e., higher hair cortisol concentration). In an ambulatory assessment study, we administered self-reports to 42 Swiss teachers to assess perceived student aggression, chronic worry, resignation, and vital exhaustion. Additionally, four consecutive lessons per teacher were filmed, and aggressive student behavior in presence of the teacher was coded by four trained external observers. The concentration of cortisol was assessed in hair samples. Results showed that teacher-perceived and observed aggression were moderately associated. Observed aggression was related to teacher perceptions to a much lesser extent than teachers' avoidant coping styles, that is, chronic worry and resignation. While teacher-perceived student aggression was associated with teachers' self-reported vital exhaustion, we did not find any significant association with hair-cortisol concentration. Our findings suggest that teachers perceive student aggression through the lens of their coping styles. Teachers' dysfunctional coping styles are associated with an overestimation of student aggression. Teachers' overestimation of student aggression relates to higher levels of vital exhaustion. Therefore, it is crucial to identify and change teachers' dysfunctional coping styles to prevent a vicious cycle of dysfunctional teacher–student interactions. [ABSTRACT FROM AUTHOR]

Changes in the teaching methods of students, especially during the COVID-19 crisis phase and the endemic transition, caused increased teacher stress. Therefore, this study examines the relationship between teacher stress and job satisfaction among government and private elementary school teachers. This study used a cross-sectional survey design in which elementary school teachers in Gombak were selected by convenience sampling. One hundred and fifty elementary school teachers participated in this study, including 75 government and 75 private elementary school teachers. The online questionnaire consists of the Teacher Stress Inventory (TSI) and the Short-Form Minnesota Questionnaire (MSQ). Descriptive analysis, Pearson's correlation, and the independent t-test were used to find the relationship between teacher stress and job satisfaction and the difference between teacher stress and job satisfaction between government and private elementary school teachers. Findings revealed a negative correlation between teacher stress and job satisfaction [r(148)= -0.23, p = 0.005]. Furthermore, there is a significant difference in teacher stress and job satisfaction between government and private elementary school teachers [t(148) = 2.50, p = 0.014]. Private school teachers have been found to have higher teacher stress and job satisfaction than government school teachers. Although, with some limitations, the present study has contributed to existing knowledge and literature identifying why teachers' well-being needs greater attention, as well as alarming the management of both private and government schools, providing avenues to reduce the stress level among teachers in promoting job satisfaction and enhancing teaching effectiveness. [ABSTRACT FROM AUTHOR]

The present study investigated the relationship between teacher stress and job satisfaction, and examined the role of coping as a moderator. Based on the transactional and Coping‐Competence‐Context models of stress we expected that coping would serve as a protective factor in the relationship between teacher stress and their job satisfaction. Stress, coping, and satisfaction were measured using single‐item scales which are cost‐effective and practical instruments for measuring and monitoring teacher stress. A total of 2347 teachers from 93 schools formed the sample for this study. Regression analysis with job satisfaction as the outcome, and stress, coping, and their interaction entered separately were used to test the primary hypothesis. Results showed that there was a negative correlation between stress and job satisfaction, and coping had a significant moderating effect. Increasing levels of stress had less of a negative impact on job satisfaction for teachers with high coping ratings compared to those with average or low coping ratings. Overall, our results suggest that the development of coping skills could be beneficial for mitigating the effects of stress on job satisfaction. Practitioner Points: 1.Coping is a statistically significant moderator between stress and satisfaction.2.As stress increases, those with high coping see smaller drops in satisfaction.3.Conducted using single‐item measures, making it easy for practitioners to utilize. [ABSTRACT FROM AUTHOR]

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master's degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master's degree programs. [ABSTRACT FROM AUTHOR]

Background: The teaching profession is a potentially stressful occupation with up to 30% of all novice teachers leaving the profession and annual teacher turnover is higher when compared with turnover of all other occupations. This study investigated the effects of a one-time stress reduction activity (meditation, yoga, or aerobic exercise) in university and K-12 educators who were part of one-day seminar on Stress Reduction.Methods: Participants (N = 26) self-selected their stress reduction activity, completed a demographic questionnaire, educator stress self-assessment tool, and visual analogue scales indicating current stress levels. Salivary cortisol and amylase levels were measured before, immediately after, and 30 minutes after completion of the stress reduction activity.Results: Three (time) by three (activity) mixed factorial ANOVAs were computed for salivary analytes. The ANOVA for cortisol revealed a significant interaction (F (4, 66) = 3.60, p = .01). Comparisons showed significant differences with the aerobic exercise group having significantly higher cortisol levels at the 30-minute post-activity level when compared to the meditation (p

China is a unified multi-ethnic country. Although research on teacher stress is plentiful in this context, the specific case of Minzu (“ethnic”) teachers is under-researched. Using Minzu schools located in a diverse county of the Inner Mongolia Autonomous Region (North China), as a case study, the authors examine factors behind Minzu teacher stress. Using mixed methods, three main results were identified by analyzing interviews and questionnaires with both the software NVivo and dialogical discourse analysis: societal, school and Self factors. In general, the teachers confirmed that their job was extremely stressful. While some of these aspects derived directly from the specific context of Minzu education (e.g., rural and pastoralist families send their children to towns leading to teachers taking over parents’ responsibilities), some elements were also found in other contexts of Chinese education and/or internationally. The article ends with some recommendations specifically about Minzu aspects in the treatment of teacher stress, which will also be of interest for international audiences.

The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an "online" format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self‐efficacy, and teachers' well‐being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID‐19 pandemic negatively impacting their well‐being and self‐efficacy. ePractitioner points: The COVID pandemic negatively impacted teachers' well‐being and self‐efficacy.Many teachers reported feeling lonely and isolated during the pandemic.Teachers' responses indicated that they were experiencing high levels of stress during the COVID‐19 pandemic. This was largely perceived by respondents to be the result of increased pressures in workload, due to the shift to online learning.Teachers' responses indicated that they were feeling unsafe during the COVID‐19 pandemic and this was positively correlated to stress scores. [ABSTRACT FROM AUTHOR]

The mandatory closure of schools due to the Covid‐19 pandemic affected the mental health, and, by extension, the personal and professional life of teachers. This study explored their level of resilience during the pandemic and its association with attitudes towards emergency remote teaching and perceived stress. Data were collected through the administration of three self‐report instruments: (a) the "Teachers' Professional Attitudes and Behaviors Scale", (b) the "Teachers' Resilience Scale", and (c) the "Perceived Stress Scale". The sample consisted of 1415 general teachers from central Greece. Teachers were found to possess neutral attitudes towards emergency remote teaching, moderate levels of resilience, and experienced slightly increased levels of stress. The examined constructs were largely influenced by some of the teachers' demographic and professional characteristics. Teachers' perceptions of resilience predicted their attitudes to emergency remote teaching and stress levels during the pandemic. The study has reaffirmed the importance of holding sufficient levels of resilience to cope with adverse circumstances and has offered clear directions about which groups of teachers are in most need for counselling and professional support so that their resilience is strengthened. Highlights: Teachers reported neutral attitudes towards emergency remote teaching, moderate levels of resilience, and experienced slightly increased levels of stress—Specific demographic and personal characteristics were found to affect the measured constructs—Teachers' level of resilience significantly predicted their attitudes to emergency remote teaching and experienced stress during the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

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. Practitioner points: (1)Black, Hispanic, and White teachers all reported stronger occupational health in well‐resourced schools serving a majority White student population.(2)In under‐resourced schools serving a majority of Black and Brown students, Black and Hispanic teachers reported stronger occupational health than White teachers.(3)The reported occupational health differences between Black and Hispanic teachers and White teachers in under‐resourced schools suggests teacher identity uniquely informs workplace experiences and may necessitate differentiated resources for teachers to thrive across a variety of settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Psychology & Sociology is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. The present study, which used a sample of 550 participants from 50 primary schools selected from the Kisarawe district in the Coastal Region of Tanzania, examines the extent of stress among primary school teachers and the factors influencing stress. Overall, the results indicate that teachers’ levels of stress range from low to moderate. Moreover, the results from hierarchical regression analysis indicate that factors such as sex, class size, age, career intentions and teaching subject significantly predict teachers’ stress. The study concludes that there is a need for the government, policymakers and school administrators to reduce teachers’ workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could develop a sense of collegiality among teachers in order to improve teacher-to-teacher relationships.

This study examines the effect of teachers' unions on the stress that teachers experience in their schools. Relying on a nationally representative district-teacher matched dataset in pre-pandemic periods, we employ principal factor analysis to assess to teacher stress and use both contractual status and union membership to measure union strength. Based on multilevel linear model, we find that teachers' unions are negatively associated with teacher stress. We then exploit natural experiments that occurred in several U.S. states to identify the effect of legal and institutional changes weakening the strength of teachers' unions on teacher stress. Using the difference-in-difference estimation, we find that the new legislation in these states significantly increases teacher stress, and that the magnitudes of this negative impacts are greater for male, experienced, more qualified, and STEM-subject teachers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational revisions facilitate the relief of teacher stress by means of enhancing school organizational conditions. However, limited research has explored the effects of school organizational conditions on teacher stress in China. Using a sample of 734 primary and secondary school teachers from 30 provinces or municipalities of China, this study examined the effects of school organizational conditions on teacher stress in China, with a particular focus on the mediating role of psychological resilience and moderating role of perceived COVID-19 crisis strength. The results demonstrated that school organizational conditions were negatively associated with teacher stress. Furthermore, psychological resilience partially mediated the relation between school organizational conditions and teacher stress. In addition, perceived COVID-19 crisis strength significantly moderated the direct and indirect relations between school organizational conditions and teacher stress. The relations between school organizational conditions and teacher stress and between school organizational conditions and psychological resilience were stronger for teachers who perceived low levels of COVID-19 crisis strength. However, the indirect relation between psychological resilience and stress was stronger for teachers who perceived high levels of COVID-19 crisis strength. Implications have been provided accordingly. [ABSTRACT FROM AUTHOR]

Teacher stress continues to threaten the stability of the U.S. teaching workforce, but teacher mentoring, an increasingly prevalent type of teacher support, may uniquely support teachers with their risk-for-stress. The current study investigated how teacher mentoring experiences differ based on vulnerability to stress and teacher experience level. Semi-structured focus groups were conducted and analysed using the Consensual Qualitative Research (CQR) method. Results include five emergent domains indicating that teachers viewed mentoring as overwhelmingly supportive of their instructional needs, regardless of their stress risk or experience level. New and experienced teachers also shared similar experiences regarding the social emotional support that mentoring can provide. However, differing trends emerged between risk-for-stress groups in their reports of mentoring qualities and challenges, which may signal the need for differentiating mentoring supports based on teacher stress levels. [ABSTRACT FROM AUTHOR]

Implementation science research points to the importance of improving implementation fidelity to improve outcomes and sustainability of interventions. Despite our growing understanding of factors related to implementation in K-12 settings, much less is known about factors influencing implementation in early childhood education contexts. Understanding factors related to how well early childhood educators implement an intervention is critical to developing ways to improve implementation fidelity and ultimately education quality. The current study explored how teacher beliefs and experiences were related to initial uptake and later implementation in a sample of 87 early childhood educators implementing a novel comprehensive curriculum, STREAMin3. Across teacher dosage, classroom dosage, and teacher responsiveness, teachers with more positive initial perceptions of the curriculum had higher implementation. Teacher stress and perception of center climate were inconsistently related to implementation. Public preschool teachers and teachers with fewer years of teaching experience also reported higher levels of implementation. Implications for supporting teachers to improve implementation fidelity are discussed. [ABSTRACT FROM AUTHOR]

Research suggests that progress in the physical education profession is slowed by a cycle of nonteaching and dominance of traditional methodologies. Socialization factors operate to preserve and perpetuate the status quo of the profession, which is rooted primarily in team sport content. Teacher education programs are challenged to persuade pre-service teachers to question their initial belief structures while also preparing them for the sociopolitical realities of schools. There is not, however, a formal mechanism through which to accomplish these goals, because current accreditation standards do not include an emphasis on socialization. As a result, the purpose of this article is to stimulate further discussion by reviewing relevant research related to socialization, describe evidence-based practices for overcoming these challenges, and propose an addition to the Society of Health and Physical Educators America (2017) standards for initial physical education teacher education to specifically focus attention on socialization issues. [ABSTRACT FROM AUTHOR]

Introduction: Workaholism in teachers is characterized by the willingness to work until exhausted and may be associated with various adverse health outcomes as well as high economic costs. The present study examines the association between workaholism, vital exhaustion (VE), and hair cortisol concentration (HCC) as indicators of chronic stress. In addition, this study explores the moderating role of the personality trait neuroticism on the relationship between workaholism and chronic stress indicators, i.e., VE and HCC. Methods: Forty-two Swiss teachers (28 females; Mage = 39.66, SD = 11.99) completed questionnaires assessing VE (Maastricht Vital Exhaustion Questionnaire), workaholism (Measure of Coping Capacity Questionnaire), and neuroticism (Big-Five Inventory). Together with VE, HCC was assessed twice, with a one year lag. Results: Both workaholism and neuroticism were positively associated with VE at both time points but not with HCC. Moderation analyses revealed a positive relationship between workaholism and VE in teachers with high neuroticism, while no such association was observed in teachers with low neuroticism. No associations were found between self-reports and HCC. Discussion: These findings emphasize the importance of considering individual characteristics when investigating VE. Further research is necessary to investigate the applicability of HCC as a biomarker of chronic stress in the context of work. [ABSTRACT FROM AUTHOR]

The teaching profession is a potentially stressful occupation with up to 30% of all novice teachers leaving the profession and annual teacher turnover is higher when compared with turnover of all other occupations. This study investigated the effects of a one-time stress reduction activity (meditation, yoga, or aerobic exercise) in university and K-12 educators who were part of one-day seminar on Stress Reduction. Participants (N = 26) self-selected their stress reduction activity, completed a demographic questionnaire, educator stress self-assessment tool, and visual analogue scales indicating current stress levels. Salivary cortisol and amylase levels were measured before, immediately after, and 30 minutes after completion of the stress reduction activity. Three (time) by three (activity) mixed factorial ANOVAs were computed for salivary analytes. The ANOVA for cortisol revealed a significant interaction (F (4, 66) = 3.60, p =.01). Comparisons showed significant differences with the aerobic exercise group having significantly higher cortisol levels at the 30-minute post-activity level when compared to the meditation (p <.05, Cohen's d =.74) and yoga groups (p <.05, Cohen's d =.52). Overall, the one-time activity of meditation and yoga showed lowered salivary cortisol levels at 30-minutes post-activity when compared to aerobic exercise activity. Additional research to examine the effects of stress reduction on educators in the work setting is needed. [ABSTRACT FROM AUTHOR]

This is a critical moment of extraordinary rates of teacher burnout exacerbated by the COVID-19 pandemic. In order to implement effective intervention and policy, we must identify the drivers of educators' stress and factors that may act as protective mechanisms. The complexity of this problem calls for a social–ecological approach. In this study, we investigated the impact of individual, organizational, and relational factors on educators' pandemic-related stress. Using hierarchical multiple regression, we found that secondary traumatic stress and family, school, student, and community relationships significantly predicted pandemic-related stress after controlling for race, age, and gender. Family, school, and community collaboration is well-documented to benefit students; however, our results suggest that these relationships also benefit teachers, and may have been a protective factor on pandemic-related stress. That is, the positive influence of family, school, and community relationships flows both ways—to students and their families as well as to educators. Our findings highlight the importance of more research on secondary traumatic stress and home–school–community collaborations to mitigate teacher stress and burnout, as well as the implication for practice to increase emphasis on these issues in teacher preparation and ongoing professional development. [ABSTRACT FROM AUTHOR]

This study investigated teachers' focus of attention and stress in first-grade classrooms. Teachers' (n = 53) focus of attention was recorded in fall and spring with a mobile eye-tracking device, and the teachers reported stress via questionnaires. Correlation analysis was used to examine association between teacher stress (exhaustion, cynicism, and inadequacy) and focus of attention. Then, one teacher reporting more stress and one reporting less stress were selected for a case study to examine variations in their focus of attention. The results showed positive associations between teachers' perceived inadequacy and overall focus of attention (whole eye-tracking recording) both in fall and spring. Teachers' focus of attention during specific activity settings of management/routines and transitions correlated positively with all three stress domains in fall. In addition, a positive association was also found between teacher inadequacy and focus of attention during teacher-directed large group activity setting. [ABSTRACT FROM AUTHOR]

IntroductionWorkaholism in teachers is characterized by the willingness to work until exhausted and may be associated with various adverse health outcomes as well as high economic costs. The present study examines the association between workaholism, vital exhaustion (VE), and hair cortisol concentration (HCC) as indicators of chronic stress. In addition, this study explores the moderating role of the personality trait neuroticism on the relationship between workaholism and chronic stress indicators, i.e., VE and HCC.MethodsForty-two Swiss teachers (28 females; Mage = 39.66, SD = 11.99) completed questionnaires assessing VE (Maastricht Vital Exhaustion Questionnaire), workaholism (Measure of Coping Capacity Questionnaire), and neuroticism (Big-Five Inventory). Together with VE, HCC was assessed twice, with a one year lag.ResultsBoth workaholism and neuroticism were positively associated with VE at both time points but not with HCC. Moderation analyses revealed a positive relationship between workaholism and VE in teachers with high neuroticism, while no such association was observed in teachers with low neuroticism. No associations were found between self-reports and HCC.DiscussionThese findings emphasize the importance of considering individual characteristics when investigating VE. Further research is necessary to investigate the applicability of HCC as a biomarker of chronic stress in the context of work.

This study involved a comparison of the prevalence of two work-related stressors (job-related issues and information and communications technology [ICT] use) and three situational stress factors (COVID-19, geopolitical concerns, and economic conditions) among 40 Grade 2 teachers in Lithuania. Also investigated were associations between the stress factors, the frequency of classroom activities (literacy and mathematics), and teacher interaction styles (affection, behavioral, and psychological control). A total of 40 Grade 2 teachers answered online questionnaires in April–May 2022, a period defined by the ongoing COVID-19 pandemic and the recent (2–3 months prior) start of the Russo–Ukrainian war. The results showed that, of the five stress factors examined, the highest levels of stress expressed by teachers were related to the geopolitical situation, which scored significantly higher than work-related stress factors (job-related issues and ICT use). The results also indicated that all stress factors except geopolitical situation were associated with behavioral and psychological control, suggesting that teachers who report higher levels of stress apply more controlling interaction styles when teaching their second graders. Moreover, the findings revealed that the frequency of classroom activities and the positive dimension of the interaction style of teaching (i.e., affection) were not related to any of the stress factors.

The aim of the proposed study is to present the partial results of research activities focused on vocational school teachers’ resilience realized within the grant project IGA003DTI/2022. The present study aims to examine the existence of associations between teacher resilience and years of teaching experience. The research sample consisted of 474 vocational school teachers in Slovakia. The level of their teacher resilience was measured by The Connor–Davidson Resilience Scale CD-RISC-25SLOVAK. The scale measures seven dimensions—Hardiness, Coping, Adaptability/Flexibility, Meaningfulness/Purpose, Optimism, Regulation of emotion and cognition, and Self-Efficacy. The findings confirmed the existence of associations between teacher resilience and years of teaching experience as novice teachers and teachers with ten or fewer years of teaching experience achieved lower scores in the scale than their more experienced colleagues. Although we are aware of the limits of the research study given the size and composition of the sample, the findings suggest that years of teaching experience can be considered an important variable from the aspect of teacher resilience and it is important to pay increased attention especially to novice teachers’ well-being and building their resilience, e.g., by providing guidance through developing effective coping strategies. As there are a lack of available data on vocational school teachers’ resilience, the present findings have the potential to broaden the existing knowledge and have implications for further research.

Purpose: In this paper, we use latent change models to examine the changes in in-service teachers' emotional exhaustion before and during the COVID-19 pandemic. As a result of the pandemic, teachers are confronted with challenging tasks, which can lead to stress and burnout. Resultingly, teachers' stress experiences have been examined in different studies. However, often the change in those experiences remains unclear. Against this background, we investigate longitudinally how the emotional exhaustion of a cohort of German teachers changes. In addition, we examine whether gender, age, teaching degree studied, or the amount of time spent in distance learning affected the change during the pandemic. Methods: We surveyed German veteran teachers (N = 382) about their emotional exhaustion at three measurement points. The first two surveys were before the COVID-19 pandemic (t1: winter 2016/2017; t2: spring: 2019), and the third measurement point was after the first lockdown Germany in summer 2020 (t3). To answer the research questions, we used neighborchange models. Results: Emotional exhaustion increased between the first two measurement points (t1, t2) but decreased in the following period (t2, t3). The changes in the two periods did not differ significantly from each other. Neither gender, age, nor the teaching profession studied influenced the change in emotional exhaustion. The hours spent in distance learning were also not a significant predictor. Conclusion: In summary, the COVID-19 pandemic does not appear to be associated with higher emotional exhaustion across the veteran teachers. However, there are some teachers whose emotional exhaustion rises to high levels. Those teachers deserve special attention. [ABSTRACT FROM AUTHOR]

Student violence directed at school educators appears to be increasing, thus it is important to identify practical strategies that educators use to prevent and cope with occupational violence. This observational study surveyed 369 government primary school staff in the Australian Capital Territory. Sixty per cent of respondents reported abusive language, 42% physical aggression, and 43% experienced other threatening behaviour from students at least weekly. More than one-third of respondents rated the impact of these experiences as moderate or higher. The most effective prevention strategies, according to respondents, were the educator's response to the threat, focusing on the student's needs, working collaboratively, and using antecedent control. The most effective coping strategies were debriefing, self-care, and work support. The most helpful sources of support were workplace colleagues, partners, school leaders, and friends. This study offers a solution-focused perspective about what works in preventing and coping with occupational violence from educators' points of view. [ABSTRACT FROM AUTHOR]

The stressors of teaching can be individual and hard to identify. Merely recalling stressful events after a lesson can be biased by neglect, modification, or extenuation of memories. Therefore, the present study explores how video data can be used to reactivate or relive stressor memory. Eight teachers' lessons were recorded while their stress was assessed through electrodermal activity (EDA). Teachers then watched their recorded lessons retrospectively while EDA was measured once more but they were additionally asked to use a joystick to indicate when they recalled being stressed during their lesson. Results show that teachers in the watching condition did not re-experience or recall the same situations as stressful as in the teaching condition. They indicate that video feedback can be used as a tool for coping with stressful teaching events only if teachers are also provided with information about their actual stress level during teaching. The implications of these results are discussed. [ABSTRACT FROM AUTHOR]

Work-related stress appears to be especially high among teachers. However, most research on teacher stress relies exclusively on teachers' self-reports. Little is known about the physiological correlates of affective stress in teachers. This longitudinal study investigates the relationship between core self-evaluation and adverse psychological and physiological stress outcomes in 42 teachers. Self-report questionnaires were used to assess core self-evaluation, vital exhaustion, and resignation tendency. The concentration of cortisol was assessed using hair samples. One year after the initial measurement, vital exhaustion and hair cortisol were assessed again. Path-analytic mediational models showed that core self-evaluation strongly predicted vital exhaustion, and resignation tendency partially mediated this relationship. However, core selfevaluation did not predict hair cortisol concentration. These findings suggest that core self-evaluation plays a crucial role in preventing vital exhaustion among teachers. A positive core self-evaluation seems beneficial for teachers' primary and secondary appraisal and an essential resource for the long-term prevention of self-reported vital exhaustion. [ABSTRACT FROM AUTHOR]

Background: Teachers constitute an occupational group experiencing high levels of stress and with high sick-leave rates. Therefore, examining potentially protective factors is important. While prior research has mainly focused on the link between teachers' own experiences of their work environment and stress-related outcomes, it is also possible that colleagues' perception of the work environment and their possibilities for dealing with work-related stress contribute to influencing individual teachers' stress. Aim: The aim of this study was to investigate how teachers' reports of high job strain (i.e. high demands and low control) and sense of coherence (SOC), as well as the concentration of colleagues reporting high strain and high SOC, were associated with perceived stress and depressed mood. Methods: The data were derived from the Stockholm Teacher Survey, with information from two cross-sectional web surveys performed in 2014 and in 2016 (N =2732 teachers in 205 school units). Two-level random intercept linear regression models were performed. Results: High job strain at the individual level was associated with higher levels of perceived stress and depressed mood, but less so for individuals with high SOC. Furthermore, a greater proportion of colleagues reporting high SOC was associated with lower levels of perceived stress and depressed mood at the individual level. Conclusions: High SOC may be protective against work-related stress among teachers. Additionally, the proportion of colleagues reporting high SOC was related to less individual stress, suggesting a protective effect of school-level collective SOC. [ABSTRACT FROM AUTHOR]

Sources of satisfaction, stress, and burnout are all-too-familiar to school-based agricultural education (SBAE) teachers. Yet, the current literature related to SBAE stress has not addressed the overwhelming existence of trauma in our greater society. Teacher wellbeing can be compromised when students share their own adversities and traumatic experiences, thus producing secondary traumatic stress (STS). To lay a foundation for inquiry, we used the Professional Quality of Life (ProQOL) survey and scale to quantify and draw attention to STS. In this study, we found early-career SBAE teachers (n = 49) in Oregon experienced moderate levels of STS along with STS being a significant positive predictor of burnout. Given our findings, we urge scholars and practitioners to recognize the implications student trauma has on the lives of teachers. Students carry invisible wounds to the SBAE classroom, which inextricably transfers to the teachers caring for them. Secondary exposure to trauma is salient to the experiences of teachers. Left unattended to, STS could result in severe implications for the individual as well as the profession. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PurposeIn this paper, we use latent change models to examine the changes in in-service teachers’ emotional exhaustion before and during the COVID-19 pandemic. As a result of the pandemic, teachers are confronted with challenging tasks, which can lead to stress and burnout. Resultingly, teachers’ stress experiences have been examined in different studies. However, often the change in those experiences remains unclear. Against this background, we investigate longitudinally how the emotional exhaustion of a cohort of German teachers changes. In addition, we examine whether gender, age, teaching degree studied, or the amount of time spent in distance learning affected the change during the pandemic.MethodsWe surveyed German veteran teachers (N = 382) about their emotional exhaustion at three measurement points. The first two surveys were before the COVID-19 pandemic (t1: winter 2016/2017; t2: spring: 2019), and the third measurement point was after the first lockdown Germany in summer 2020 (t3). To answer the research questions, we used neighbor-change models.ResultsEmotional exhaustion increased between the first two measurement points (t1, t2) but decreased in the following period (t2, t3). The changes in the two periods did not differ significantly from each other. Neither gender, age, nor the teaching profession studied influenced the change in emotional exhaustion. The hours spent in distance learning were also not a significant predictor.ConclusionIn summary, the COVID-19 pandemic does not appear to be associated with higher emotional exhaustion across the veteran teachers. However, there are some teachers whose emotional exhaustion rises to high levels. Those teachers deserve special attention.

Work-related stress appears to be especially high among teachers. However, most research on teacher stress relies exclusively on teachers’ self-reports. Little is known about the physiological correlates of affective stress in teachers. This longitudinal study investigates the relationship between core self-evaluation and adverse psychological and physiological stress outcomes in 42 teachers. Self-report questionnaires were used to assess core self-evaluation, vital exhaustion, and resignation tendency. The concentration of cortisol was assessed using hair samples. One year after the initial measurement, vital exhaustion and hair cortisol were assessed again. Path-analytic mediational models showed that core self-evaluation strongly predicted vital exhaustion, and resignation tendency partially mediated this relationship. However, core self-evaluation did not predict hair cortisol concentration. These findings suggest that core self-evaluation plays a crucial role in preventing vital exhaustion among teachers. A positive core self-evaluation seems beneficial for teachers’ primary and secondary appraisal and an essential resource for the long-term prevention of self-reported vital exhaustion.

Abstract Background To examine relationships between teachers’ experienced classroom demands and autonomic stress reactions, we report the results of a pilot study. Based on an integrative literature review, we identified and described the following situational classroom demands: time and work pressure (including missing rest periods, time pressure, and pressure to get through the subject matter), vocal strain, uncertainty concerning the subject matter, uncertainty concerning didactical decisions, achievement-related diversity in class, lack of social appreciation, disquietude in class, classroom disturbances, behavioral problems of students, insufficient skills and concentration of students, and insufficient motivation of students. Method These identified categories of teachers’ situational classroom demands are the basis for the empirical item identification and selection (Study A). The identified items were used in a single-case, short-term longitudinal study in which we examined relationships between experienced classroom demands and autonomic stress reactions as well as between autonomic stress reactions and affective stress experience via first-order vector autoregressive modeling (Study B). Results Concerning our hypotheses, we found evidence that some of the experienced classroom demands (“I cannot respond to students’ different needs”; “There is disquietude in class”) had time-lagged associations with autonomic stress measures. Furthermore, we found that physiological arousal triggers affective stress experience due to a time-lagged effect. Conclusion The research approach and results of our pilot study can be the basis for further process-oriented research in vocational education and training (VET). From a practical point of view, our results on experienced classroom demands could be used in VET teacher education to prepare student teachers for specific skills to cope with such demands.

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher emotional wellbeing can exert a strong influence over the ability to effectively perform important aspects of the job, including fostering healthy teacher–student relationships. Our investigation explores one understudied aspect of teacher wellbeing, the presence of secondary traumatic stress (STS). Across helping professions, STS has been associated with a range of emotional and occupational impairments, including difficulty connecting with others (Clunies-Ross et al. in Educ Psychol 28:693–710, 2008). The primary goal of the current study was to determine whether teacher STS influences student socio-emotional functioning through its effects on teacher–student relationship quality. This study was conducted with 150 educators (79% Female, 63% White, 32% Black) and 610 students (59% Female, 91% Black, 1% White) across six urban, public, charter schools in the Gulf South. Results from multi-level structural equation modeling indicated that, as hypothesized, teacher STS symptoms were positively associated with their ratings of students' socio-emotional difficulties (β =.28, p <.01) such that as teacher symptomology increased, so did the level of student difficulties reported. Contrary to the hypothesis, teacher reports of relationship quality with students were not found to mediate this relationship. Teacher–student relationship quality was negatively associated with their ratings of student socio-emotional difficulties (β = −.30, p <.01). As teacher reports of relationships improved, their ratings of socio-emotional difficulties decreased. These findings highlight the importance of efforts to identify the prevalence and impact of STS among teachers and the associated outcomes for students. Additionally, results can inform efforts to train and support educators as they work to build relationships with students and foster student socio-emotional functioning. [ABSTRACT FROM AUTHOR]

High-quality mathematics instruction is a primary element for quality education and the sustainable development of society. Some studies have highlighted the critical role of teacher job satisfaction and stress on their instruction. However, limited research has focused on the combinational influence of job satisfaction and stress on mathematics teachers' dialogic instruction. This study aims to examine their combinational influence on mathematic teachers' dialogic instruction using latent profile analysis and draws three conclusions. First, this study found three profiles: high job satisfaction and very low stress, very low job satisfaction and high stress, and moderately high job satisfaction and slightly high stress. Second, latent profile membership was differentially related to self-efficacy and leadership support. Third, mathematics teachers with very low job satisfaction and high stress were less likely to implement dialogic instruction compared to teachers in other profiles. This study also provides implications based on these results. [ABSTRACT FROM AUTHOR]