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Building on theoretical and empirical insights and applying the thriving theory as the conceptual framework, the authors developed two new teacher-specific scales, namely the Teacher Stress Scale (TSS) and the Teacher Thriving Scale (TTS). The goal of this investigation was to evaluate the psychometric properties of these two scales. Data were collected through an online questionnaire administered to a national sample of 122 participating early childhood teachers (ages 22–72 years, M = 41.01) teaching in preschool through third grade in 26 states of the United States during the 2020–2021 school year amidst COVID-19. This study revealed some important psychometric results. First, with respect to their internal structures, both the TSS and the TTS appeared to be best represented as bifactorial and trifactorial, respectively. Specifically, the TSS comprised two constructs: (1) Inadequate School-based Support, and (2) Teaching-related Demands; and the TTS encompassed three constructs: (1) Adaptability and Flexibility, (2) Personal Strengths and Professional Growth, and (3) Positive Mindset. Second, the negative correlation between the TSS and the TTS provided discriminant evidence for each other's construct validity, while the positive correlations between the TTS and six conceptually cognate constructs (Stress Resilience, Resilience Coping, Coping Efficacy, Teaching Satisfaction, Emotional Support, and Gratitude) demonstrated convergent evidence for construct validity for the TTS. Third, both the overall TSS and the overall TTS as well as their subscales exhibited good internal consistency reliability. Fourth, both the overall TSS and the overall TTS also demonstrated test–retest reliability. [ABSTRACT FROM AUTHOR]

Teaching is widely recognized as a stressful profession, which has been connected to burnout and high turnover of qualified teachers. Despite increasing attention on teacher wellbeing, stress management interventions are often underutilized and demonstrate small effect sizes, and research on teachers' informal stress management practices and desired resources is limited. It is likely that formal and informal intervention effectiveness is limited by teachers' ability to access existing resources and navigate the complex educational systems they inhabit. The study explored the barriers to and facilitators for teachers' engagement in formal and informal stress management interventions and desired resources across socioecological levels. Thirty-two teachers participated across four focus groups. Inductive thematic analysis was used to identify relevant themes. Personal barriers (e.g., guilt about self-prioritization), environmental barriers (e.g., mixed messages about self-care), and improved campus resources (e.g., scheduled opportunities to destress) were common themes. Recommendations for supporting teachers' wellbeing include self-care affirming messages from peers and administrators, campus- and district-level changes to remove logistical barriers to stress management, and increased connectedness among campus community members. [ABSTRACT FROM AUTHOR]

Copyright of Psychology / Psichologija is the property of Vilnius 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.)

This research aims to determine the relationship between the leadership styles of school administrators and the organizational stress experienced by teachers and to evaluate this according to various variables. The research was carried out on 377 teachers working in public high schools in the central districts of ġanlıurfa in the 2020- 2021 academic year. In the study, which was carried out using the relational survey and correlational research model, the data were obtained with the "School Principals Leadership Style Scale" and the "Organizational Stress Scale". As a result, it was determined that the teachers had a moderate level of organizational stress perception in total. In terms of sub-dimensions, teachers are high in decision making, workload and skill use subdimensions; but they have a low perception of stress in the social support sub-dimension. Stress perceptions of teachers don‟t differ significantly according to demographic variables, except for the branch. Commonly exhibited leadership style is transformational leadership; it is followed by perpetual leadership and liberating leadership. Leadership styles perceived by teachers differed significantly according to seniority and branch variables. According to teacher perceptions, a negative (significant and weak) relationship was determined between the leadership styles of school administrators and the stress levels of teachers. [ABSTRACT FROM AUTHOR]

Teaching is a very challenging job, which can be deleterious to the physical and mental health of teachers in all levels of educational sector. Hence there are attempts underway to develop practices and initiatives that may improve the effectiveness of school teachers. Mindfulness-based interventions are at the forefront of the present global scenario educational system. This paper presents a report on an alternative approach, the Integrated Amrita Meditation (IAM), on healthful nurture of the mind, promotion of compassion blended with stress reduction among teachers. The aim of the present study was to evaluate the effect of IAM by examining its main outcome such as stress reduction, mindfulness and compassion. The study also explored teacher’s perception of the impact of IAM practice regarding their physical health. The study had two arms, a cross sectional as well as a follow up analysis. In the cross-sectional study, out of 129 teachers, 53 teachers who are practising IAM on a regular basis were selected to IAM group and 76 to control group. In the follow up study, 20 teachers were randomly assigned to IAM/control conditions and tested before and after intervention. Test results of study showed that IAM has a positive effect on lowering stress and enhancing mindfulness and compassion level of teachers. In addition, Paired t test among IAM group showed that IAM had a significant and positive effect (P<0.001) on the physical health of teachers. The findings from this investigation underscore the potential role of IAM practices among school teacher population for the improvement in their physical as well as mental health. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos 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.)

As a novel concept in teacher psychology, language teacher immunity is a strong indicator of how teachers thrive or survive in the face of adversity. Research on language teacher immunity is still in its nascent stage, and the present qualitative study tries to fill the gap in the existing literature. This study aimed to investigate the possible sources of immunity among Iranian EFL teachers, the impact immunity may have on teachers’ classroom practices, and intervention strategies EFL teachers suggested to influence the development of immunity. Based on interviews with 13 seasoned high school EFL teachers, we found that four main stressors, namely, personal-level, school-level, organization-based, and sociocultural stressors, were the sources of maladaptive immunity development. The only cause for the development of positive immunity in EFL teachers was altruistic motivation. It was further found that those EFL teachers with positive immunity kept functioning effectively in their classrooms, whereas teachers with maladaptive immunity set into a state of indifference towards their students and complacency without exercising agency. These teachers had surrendered in the face of a multitude of adversities they faced during their professional life. The findings also indicated that in order to influence the development of immunity formation process to gear it towards an adaptive one, teachers’ economic situation should be improved by increasing their salaries, praising and appreciating their efforts, organizing practical in-service teacher training courses, and supporting them at schools by principals and other educational authorities.

The aim of the present study was to examine whether different coping strategies (focus on positive, support coping, active coping and evasive coping) mediate the relationship between emotion-regulation (i.e., emotion acceptance skills, emotion resilience skills and emotion regulation skills) and perceived stress in physical education (PE) teachers. The sample consisted of 457 PE pre-service teachers. Results show that evasive coping strategies partly negatively mediate the relationship between emotion resilience skills and emotion regulation and perceived stress. Therefore, emotion-regulation might protect against using evasive coping strategies, which have been found to be related to higher stress in previous studies.

Building on theoretical and empirical insights and applying the thriving theory as the conceptual framework, the authors developed two new teacher-specific scales, namely the Teacher Stress Scale (TSS) and the Teacher Thriving Scale (TTS). The goal of this investigation was to evaluate the psychometric properties of these two scales. Data were collected through an online questionnaire administered to a national sample of 122 participating early childhood teachers (ages 22–72 years, M = 41.01) teaching in preschool through third grade in 26 states of the United States during the 2020–2021 school year amidst COVID-19. This study revealed some important psychometric results. First, with respect to their internal structures, both the TSS and the TTS appeared to be best represented as bifactorial and trifactorial, respectively. Specifically, the TSS comprised two constructs: (1) Inadequate School-based Support, and (2) Teaching-related Demands; and the TTS encompassed three constructs: (1) Adaptability and Flexibility, (2) Personal Strengths and Professional Growth, and (3) Positive Mindset. Second, the negative correlation between the TSS and the TTS provided discriminant evidence for each other’s construct validity, while the positive correlations between the TTS and six conceptually cognate constructs (Stress Resilience, Resilience Coping, Coping Efficacy, Teaching Satisfaction, Emotional Support, and Gratitude) demonstrated convergent evidence for construct validity for the TTS. Third, both the overall TSS and the overall TTS as well as their subscales exhibited good internal consistency reliability. Fourth, both the overall TSS and the overall TTS also demonstrated test–retest reliability.

Currently, Qatar is implementing an educational reform to enhance teaching and learning in public and private schools. The Qatar National School Accreditation significantly impacted Qatar's private schools, requiring teachers to implement various mandated educational changes. Using House (1981) types of social support, this qualitative, phenomenological study was designed to explore teachers' understandings regarding the social and professional support they need to implement educational change at an international school in Qatar. To help teachers engage in change, findings revealed that educational leaders need to heed teacher wellbeing during educational reform, educational change should be contextualized and tailored to the needs of teachers, and support should be offered to reduce teachers' stress and facilitate the change process. Recommendations for educational leaders trying to help teachers implement mandated educational change are provided in light of the derived findings.

The Covid-19 pandemic has had severe and unprecedented consequences in multiple facets of education. Schools, teachers, students and their families were affected and the negative impacts will last for years. The aim of this paper is to identify and explain the sources and consequences of teachers’ job stress and burnout during the pandemic as well as job and life satisfaction. Three sources of stress are emphasised: time allocation changes and workload; the behaviour of students; and the technostress. The empirical research is based on an original online survey applied to middle and high school teachers in Portugal. Information from four time references is collected: before pandemic; first school closure in 2020 (16th Mar – 16th Sep); second school in 2021 (15th Jan – 5th Apr)); at the time of the survey (June-July 2021) The data obtained include characteristics and changes about: teachers and their households; job satisfaction, stress and burnout; life satisfaction; working time and teaching roles; work-life balance; teachings goals, methods, and outcomes; work stressors; working conditions for telework; expectations for teaching year 2021/2020 about job and teaching methods. The results show that teachers’ job stress increased during pandemic and the behaviour and performance of students is it main driver. The difficulties to conciliate work time and personal time are also predictors of teachers’ job stress. Signs of increasing burnout exist.

In this randomized controlled trial, we explored the effects of a combined mindfulness and social/emotional learning (SEL) school counselor consultation intervention. Participants included a diverse sample of 30 secondary educators teaching in Title 1 school districts. Participants received 5 weeks of consultation based on mindfulness and SEL. Results of hierarchical linear regressions revealed statistically significant improvement in teachers' mindfulness disposition of acting with awareness. Further, results indicated a practically significant decrease in teacher-reported stress and conflict in the student–teacher relationship. We discuss implications for offering direct services to teachers through consultation with school counselors as a way of providing indirect services to students. Results of this study illustrate how teachers might benefit from school counselor consultation that supports their use of mindfulness strategies and SEL skills in coping with the demands of teaching and in building relationships with students. [ABSTRACT FROM AUTHOR]

The aim of the present study was to examine the differences in the intensity of the sources of teacher stress and in the degree of empathy among teachers in elementary education with regard to the educational setting in which they work. Data were collected from 101 elementary school teachers using the Teacher Stress Inventory and the Interpersonal Reactivity Index (IRI). Differences in the intensity of overall stress were not statistically significant. With both groups of teachers the greatest intensity of stress is connected with problematic classes and insufficient salary. Statistically significant differences were not detected between GES and SES either on the subscales or the aggregate scores of the IRI.GES teachers demonstrated a statistically significant relation between the scores on the scale of stress sources and those on the scale of overall empathy. There is a significant correlation between scores on the scale of Sources of stress and the subscale of Personal distress in both groups. By summing up the results, we identified various types of connectivity between particular stressors and the level of empathy of GES and SES teachers, both in the relationship to the overall score on the IRI and to the results on the subscales. [ABSTRACT FROM AUTHOR]

The purpose of this quantitative descriptive study was to examine personal and professional self-care practices reported by K–12 music teachers while also exploring the relationships between self-care and age, gender, years of experience, and several other contextual variables. The research team designed an instrument, based on a previous measure created by psychologists, to examine self-care behaviors. A sample of 337 music educators completed the instrument. We found very few meaningful relationships between self-care and demographic or contextual variables, although some patterns in common self-care practices were identified. Across both personal and professional domains, teachers reported a high level of activity in maintaining interpersonal relationships. Within the professional domain, participants reported activities most often that pertained to professional development. The least reported behaviors within the personal domain pertained to promotive habits for physical well-being such as taking time off when ill, regularly exercising, or healthful eating. [ABSTRACT FROM AUTHOR]

Objectives : This study assessed the effectiveness of the Mindfulness-Based Stress Reduction program (MBSR) compared to an active control intervention, the Health Enhancement Program (HEP) in reducing stress and burnout, and enhancing emotion regulation, well-being, and cognitive function in a group of Australian teachers experiencing work-related stress. The programs were evaluated across subjective and objective testing modalities including (1) teachers' self-reported stress, burnout, psychological distress, emotion regulation, well-being, and mindfulness; (2) behavioural performance on cognitive tasks assessing attention, memory, emotion recognition, and cognitive control; and (3) the neural correlates of emotion regulation as identified using an emotion Stroop task administered during fMRI. Methods: Utilising an independent groups, matched sample longitudinal design, a completer sample of 75 teachers participated in questionnaires and cognitive tasks at pre-intervention, post-intervention, and 5-month follow-up. A subsample of 47 teachers also completed fMRI scans pre- and post-intervention. Results: Both programs resulted in equivalent significant, and sustained improvements for teachers on self-report measures of well-being, mindfulness, perceived stress, and intention to leave the profession, and in the cognitive domains of cognitive control and memory. Between group differences were found on the sustained attention task, with MBSR showing greater improvements than HEP. The fMRI analysis revealed that neural reactivity to generally negative stimuli on the emotional Stroop task was significantly reduced for MBSR participants after the intervention. Conclusions: Although important subtle differences were found between the programs, results overwhelmingly suggest that both the MBSR and HEP programs are similarly and highly beneficial to teachers experiencing work-related stress. [ABSTRACT FROM AUTHOR]

Given the alarming increase in teacher stress, and the association between high levels of stress and negative outcomes for teachers, students, and relevant educational stakeholders, it is necessary to determine methods school psychologists might implement to decrease teacher stress and improve teacher well-being. Specifically, stress has been shown to negatively impact teachers' physical and mental well-being, teacher-student relationships, and retention in the field. This review focuses on identifying stress-reduction interventions evaluated with teachers and associated outcomes. Results indicate the most commonly evaluated stress-reduction intervention incorporated meditation or mindfulness-based practices. Findings further identify a need for future research to examine theoretically and empirically based theories of change to facilitate future research within the area of teacher stress. [ABSTRACT FROM AUTHOR]

While the issue of teacher stress is widely recognized, little is currently known about childcare teachers’ stress, its impact on teaching, and the relationship with professional activities. This study utilizes ecological momentary assessment (EMA) techniques with 50 early care teachers to examine the relationship between childcare teachers’ reported stress, positive teaching practices, and participation in evening professional activities through the theoretical lens of Conservation of Resources (CoR). These results suggest that childcare teachers report higher levels of overall stress (stress intensity and stress exhaustion) when engaged in more evening professional activities and perform fewer positive classroom behaviors. When childcare teachers perceive greater stress intensity for current classroom activities, they also report higher levels of stress exhaustion. As other research suggests that professional activities promote positive classroom practices, consideration should be given to the timing of professional activities in consideration of the potential stressors created by evening professional activities. [ABSTRACT FROM AUTHOR]

School based agricultural education has long been associated with teacher stress, burnout, and attrition, and the onset of the COVID-19 pandemic has likely exacerbated these conditions. Thus, the purpose of this study was to determine the differences in Arkansas SBAE teachers' stress, coping strategies, and job satisfaction based on teaching environment, and demographic variables during the pandemic. Results showed that respondents experienced fatigue, frustration, worrying, forgetfulness, and impatience, and that these symptoms of stress along with related sources of pressure were negatively correlated with job satisfaction. However, teaching environment resulting from the pandemic was not shown to predict job satisfaction. Nonetheless, results showed that teaching is stressful regardless of situation, and respondents who utilized coping strategies were found to have higher levels of job satisfaction. Therefore, we recommend that administrators work with teachers to develop coping strategies for dealing with stress. [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.

Quality interventions addressing the important issue of teacher stress and burnout have shown promising outcomes for participating teachers in terms of decreased distress, improved well-being and increased commitment to their jobs. Less is known however about whether such interventions also benefit students. The present study investigated the downstream effects for a completer sample of 226 primary and high school students after their teachers (n = 17) completed one of two 8-week stress reduction interventions. The relationships between change in teacher self-reported distress and burnout after completing the interventions, and change in students' self-reported well-being, academic self-perceptions, and perceptions of classroom environment were explored. A secondary aim of this study was to assess whether changes in teachers' cognitive flexibility mediated the relationship between teacher and student self-report outcomes. Results of correlational and multi-level mediation analyses showed that changes to teachers' self-reported distress and burnout affected multiple facets of students' well-being and the academic environment. Specifically, reductions in teachers' self-reported distress and burnout were related to students' improved perceptions of their teachers' support in the classroom. Reductions in teachers' personal and work-related burnout correlated with greater increases of academic self-perception in students. Contrary to predictions, cognitive flexibility in teachers did not mediate the relationship between these student and teacher measures. These findings indicate important downstream benefits for students and highlight the broader value of stress-reduction and well-being programs for teachers.

This study aimed to contribute to the empirical literature related to student discipline's influence on teacher job satisfaction. Further, this research aimed to explore the correlation between student discipline and teacher job satisfaction while controlling for the contributing factors of job satisfaction). Also, this research study's results were interpreted through the lens of the Affective Events Theory indicating a person's emotions and behaviors for the workplace may influence their job satisfaction. An Ordinary Least Squares regression found that the correlation between student discipline and teacher job satisfaction was not statistically significant. However, the directionality of the relationship between student discipline and teacher job satisfaction was negative. By studying student discipline and teacher job satisfaction, this research determined that student discipline does harm teacher job satisfaction.

Early childhood educators are often overworked, underpaid, stressed, and at risk for burnout (Wells, 2015). In addition to teaching early academic skills, early childhood educators are also tasked with teaching and supporting students' social-emotional learning (SEL) in the classroom. Given the aforementioned limitations, it is imperative to examine how the social-emotional needs of early childhood educators are supported as they implement and sustain SEL. Multi-Tiered Systems of Support (MTSS) are often implemented to promote SEL and meet the social-emotional needs of young children; however, MTSS is only effective if all components are implemented with fidelity. In contrast to school-aged MTSS, where there are often several stakeholders involved, the implementation of MTSS often falls on early childhood educators, as mental health consultants are not readily available or affordable to early childhood centers. Given the heavy load placed upon early childhood educators, it is critical to shift the focus of MTSS to include the social-emotional needs of the teacher. We argue that teachers' social-emotional needs should be considered and supported within MTSS to prevent burnout and promote the fidelity of SEL programs. Teacher focused interventions such as mindfulness (Chin et al., 2019) and the Circle of Security (Cooper et al., 2017; Gray, 2015) may increase teacher's feelings of well-being, reduce teacher stress and burnout, increase positive teacher-child interactions, and, therefore increase the effectiveness of the MTSS process. Ultimately, by supporting the social-emotional growth of early childhood educators, we are building their capacity to effectively support the SEL of young children. [ABSTRACT FROM AUTHOR]

Teacher stress remains a consistently reported issue nationally and internationally in both the mainstream media and academic fora. Understanding the source/s of stress, however, remains complex given the interplay of external and internal factors that have the potential to shape teachers' stress and resilience responses. This exploratory qualitative study sought to understand 74 teachers' perceptions of the main contributors to stress in the workplace, and to investigate their beliefs about strategies to help ameliorate these stressors. Applied Thematic Analysis revealed a range of systemic, organisational, relational, and intrapersonal stressors as the driving forces behind the experiences of teacher stress in the workplace. In light of these findings, teacher's beliefs around how to best alleviate these stressors are discussed. Conclusions highlight the need for better systems and support in building and sustaining teacher resilience to help protect against teacher burnout. [ABSTRACT FROM AUTHOR]

Quality interventions addressing the important issue of teacher stress and burnout have shown promising outcomes for participating teachers in terms of decreased distress, improved well-being and increased commitment to their jobs. Less is known however about whether such interventions also benefit students. The present study investigated the downstream effects for a completer sample of 226 primary and high school students after their teachers (n = 17) completed one of two 8-week stress reduction interventions. The relationships between change in teacher self-reported distress and burnout after completing the interventions, and change in students' self-reported well-being, academic self-perceptions, and perceptions of classroom environment were explored. A secondary aim of this study was to assess whether changes in teachers' cognitive flexibility mediated the relationship between teacher and student self-report outcomes. Results of correlational and multi-level mediation analyses showed that changes to teachers' self-reported distress and burnout affected multiple facets of students' well-being and the academic environment. Specifically, reductions in teachers' self-reported distress and burnout were related to students' improved perceptions of their teachers' support in the classroom. Reductions in teachers' personal and work-related burnout correlated with greater increases of academic self-perception in students. Contrary to predictions, cognitive flexibility in teachers did not mediate the relationship between these student and teacher measures. These findings indicate important downstream benefits for students and highlight the broader value of stress-reduction and well-being programs for teachers. [ABSTRACT FROM AUTHOR]

Teacher wellbeing has taken on increased importance in understanding contextual variables related to student academic, social-emotional, and behavioral growth. Despite its importance, little is known about how wellbeing and stress change throughout the school year. Single item measures may be a viable alternative to lengthy rating scales, particularly when measuring constructs across multiple time-points; however, further information is needed to understand the psychometric defensibility of these tools. The current study aims to address current limitations in the literature through a multifaceted examination of teacher stress, efficacy, and school connectedness. Specifically, the study explores the concurrent validity of three single-item measures by examining correlations between single-item scales and the Teacher Subjective Wellbeing Questionnaire (TSWQ). Second, the study investigates changes in teacher wellbeing and stress across a school year via a weekly report of stress, efficacy, and school connectedness. Participants included 158 middle school teachers from a large, diverse district in the Northeast United States. Results indicated moderate to strong correlations between teaching efficacy and school connectedness single item measures with long-form rating scales of teacher wellbeing. In addition, teacher stress increased by nearly 20% from October to June, while school connectedness and teaching efficacy declined by a similar amount. Implications for assessment and intervention to support teacher wellness are discussed. [ABSTRACT FROM AUTHOR]

Several studies show that EFL novice teachers often feel stress as they encounter shock from the rapid shift of a student to a teacher. Stress experienced by EFL novice teachers occurs because of internal or external factors. Stress which cannot be regulated will result in teacher burnout that can lead them to leave the profession. This qualitative study intended to investigate EFL novice teachers’ stress factors and coping strategies which influence their professional identity construction. The data was obtained by conducting an in-depth interview with three EFL novice teachers. The findings showed that EFL novice teachers experienced stress because of three factors, namely, personal, interpersonal, and organization factors. Despite feeling stress, EFL novice teachers demonstrated their abilities to cope with the circumstances. The participants elaborated how they cope with the situations as well as how stress factors influenced their identity as teachers. This study provides some suggestions for future researchers and EFL novice teachers.

Background: Stress among teachers has a significant relationship with the psychosomatic and depressive symptoms. Progressive muscle relaxation with music and aromatherapy is an intervention which can be implemented to reduce the level of stress among teachers. Purpose: This study aimed to investigate the effects of progressive muscle relaxation with music and aromatherapy on decreasing the level of stress among teachers. Methods: This study employed a pre-posttest quasi-experimental design with a control group. The samples were 46 teachers recruited by purposive sampling and were evenly assigned to the intervention group and the control group. Progressive muscle relaxation with music and aromatherapy was given to the intervention group for four sessions in four days; each lasted for 20 minutes. The data were collected using the Teacher Stress Inventory and analyzed using the t-test to know the effects of the intervention. Results: The results showed that the mean of stress level among the teachers in the intervention group decreased from 50.65±3.761 to 32.78±8.426 after the intervention. Meanwhile, in the control group, the mean of stress level slightly decreased from 49.87±3.348 to 49.17±4.868. The t-test obtained a p-value of 0.000, indicating that there were significant differences in the stress levels between the intervention and the control group. Conclusion: Progressive muscle relaxation with music and aromatherapy reduced the level of stress among teachers. Based on the findings, it is recommended that community nurses promote this relaxation therapy to decrease the stress level among school teachers.

Understanding how teachers appraise their environments for potential demands and resources can inform education stakeholders interested in mitigating vocational stress. Using data from the United States National Center for Education Statistics Schools and Staffing Survey, the current study examined how secondary teachers' appraisals of their workplace environments correlated with their risk for stress, workplace fatigue, and occupational commitment to remain in teaching. Findings indicated that teachers who perceive greater classroom control were less vulnerable to occupational stress and other vocational concerns. Teachers working out of their subject area field were associated with higher susceptibility to workplace fatigue. Unique to the secondary education environment, results also found that schools with high concentrations of stress-vulnerable teachers were associated with higher levels of average workplace fatigue and lower levels of occupational commitment. The results of this study suggest that "upstream" interventions, aimed at addressing systemic issues within schools, might ameliorate the risk for stress among secondary school teachers. [ABSTRACT FROM AUTHOR]

Based on Messick's (1995) framework of construct validity and responses from 521 teachers in the United States and 580 teachers in China, this study provided evidence of the generalizability aspect of construct validity for the Classroom Appraisal of Resources and Demands (CARD) questionnaire originally developed in the United States. Confirmatory factor analysis, factorial invariance testing, and differential item functioning were employed to examine the systematic variation of interpretation by the Chinese and US elementary school teachers with respect to the 65 items in the CARD. Results suggested that responses to CARD follow the same structure from both Chinese and US teachers, and that 83% of items showed no difference. Differences in Chinese and US teachers' interpretations of certain items were discussed with implications to school psychology, school counseling, teacher education, educational administration, and policy research. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This study aims to examine in-depth such factors as stress and classroom climate that determine the quality of preschool education. The research sample consisted of 300 teachers and 300 classes in 27 kindergartens identified using the purposive sampling method in Izmir, Turkey's third-largest city. The study was carried out using the exploratory correlational pattern, one of the correlational research types. The Child Care Worker Job Stress Inventory was used in the study to determine teacher stress states and the Classroom System Observation Scale was used to determine classroom climate. The correlation between teachers' stress states and classroom climate was determined using correlation analysis and t-test. According to the study, there is a significant relationship between teacher stress and classroom climate, and it was found that teachers' stress states particularly affect democratic classroom environments and cause negative effects on the flexibility dimension of classroom climate. [ABSTRACT FROM AUTHOR]

There is evidence that teachers encounter more stress than people in other professions. Stressors in teaching include students’ misbehaviour, excess workload, and time pressure among others. Teachers in developing countries like Nigeria encounter additional stressors outside common job stressors. Stressors peculiar to teachers in developing countries include transportation issues, cultural challenges, and delays in payment of salary. High level of stress in teaching results to health problems, burnout, absenteeism, attrition, and students’ behavioural and academic underperformance. Stress management is necessary to reduce or escape stress consequences, and rational-emotive behaviour therapy (REBT) has been widely applied to stress management and behavioural issues across contexts. This review presents the finding of a study that clinically applied Rational-Emotive Health Education Intervention (REHEI) Programme, developed from the perspective of REBT principles for stress management in teachers. The finding shows that many teachers undergo a high level of job stress and REHEI significantly reduced stress and irrational beliefs causing stress among teachers. Implications for the study for policy and future studies were pointed out. [ABSTRACT FROM AUTHOR]

Background: On 20 March 2020, in response to COVID‐19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government. Aims: The current study explores teachers' experiences of this abrupt change to their working practices, and during the 5–6 weeks that followed. Sample: Twenty‐four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods: Participants were asked to tell stories of three key scenes during the first 5–6 weeks of lockdown: a low point, a high point, and a turning point. A reflexive thematic analysis of their narratives was conducted. Results and Conclusions: Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity, and reflections. Teachers' narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined‐up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils' experiences of education post‐COVID‐19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers' experiences of COVID‐19 in England. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to compare the workplace experiences of physical education and adapted physical education teachers while also considering biological sex. Role socialization theory was used as a guiding lens. Method: Participants included 653 teachers (women = 382) who taught physical education (n = 420) or adapted physical education (n = 233). Five instruments were used to examine workplace experiences regarding: (a) marginalization and isolation, (b) two elements of perceived mattering, (c) three role stressors, (d) resilience, and (e) emotional exhaustion. Group comparisons were analyzed using a 2 × 2 (discipline x biological sex) factorial MANCOVA while including years of teaching experience as a covariate. Results: No significant interaction effect between teacher group and biological sex was detected; however, there were significant main effects of teacher group, F(9,640) = 19.49, p <.001; Wilk's Λ =.79, partial-η2 =.22, and of biological sex, F(9,640) = 2.81, p <.01; Wilk's Λ =.96, partial-η2 =.04, on the dependent variables. Significant follow-up univariate tests showed that the adapted physical education teachers perceived less marginalization, less isolation, more perceived mattering, and less emotional exhaustion than the physical education teachers. Women from both groups felt significantly more role overload when compared to the men. Conclusion: Collectively, these findings both relate to and extend role socialization theory in explaining how adapted physical education teachers are socialized through the workplace in comparison to their physical education counterparts. Practical implications for preservice and inservice teacher preparation and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Teacher stress and burnout have been extensively studied and have been related to the overall mental health of the teachers. The perceived stress and feeling of burnout can be more at the times of unexpected situational demands. The purpose of this research is to study the perceived stress and burnout in teachers in India in online teaching during the time of Pandemic COVED 19. This is a survey research design conducted on 194 teachers across different cities in India engaged in online teaching after the pandemic. Online data collection was done for the month of August 2020 using Google Forms with items of Perceived Stress Scale and Maslach Burnout Inventory (ES). Descriptive statistical analysis was done and it was found that 13% had high levels and 66% had moderate levels of stress respectively. Also, 14% and 31 % were found to have high and moderate emotional exhaustion respectively and 11 % and 25% had high and moderate levels of depersonalisation respectively. It was also found that about 99% reported high levels of personal accomplishment. The research can be conducted on a larger population with correlation analysis for generalising results. The scores do indicate a timely intervention for the stress and burnout in the teachers. [ABSTRACT FROM AUTHOR]

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 teacher-reported 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. [ABSTRACT FROM AUTHOR]

The fears of pre-service teachers, particularly Teach for America (TFA) teachers. about working in urban classroom settings are framed as racial stress. Racial stress is the threat of well-being when one is unprepared to negotiate a race-related interpersonal encounter. Currently, there exist no measures on racial stress, socialization, and coping for teachers of African American and Latino students. Findings reveal that newly developed and reliable measures of teacher appraisal of racial/ethnic stressful interactions, socialization and coping are related to classroom management self-efficacy and school collegial racial conversations. These findings have implications for racial stress management as key to developing high quality teacher-student relationships. [ABSTRACT FROM AUTHOR]

We assessed whether the level of time-pressure reported by a school's teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n = 10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n = 2259). Multilevel path analyses showed that teachers' stress and time-pressure increased with declining school leadership functioning. Teachers' level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff's tendency (not) to intervene against bullying, but not through the teachers' stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health. [ABSTRACT FROM AUTHOR]