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Noncore subject teachers often experience marginalization due to perceptions that their work is undervalued. Social and emotional skill-focused continuous professional development can help teachers address the stress associated with marginalization. Purpose: Grounded in the integrative model for teacher change, this study examined the ways in which elementary-level noncore subject teachers' dispositions toward change influenced their experiences with a social and emotional skills development intervention. Method: This study included two iterations of the program with a total of 21 elementary-level noncore subject teachers (e.g., physical education, art, and music) from three districts in the Midwestern United States. Data included a survey, semistructured interviews, document analysis, discussion board posts, observations, and field notes. Collaborative qualitative analysis was used to analyze multiple data sources line by line. Results: Marginalization and low perceived mattering were prevalent among participants. A positive disposition toward change enhanced the influence of the professional learning, and participants found the experience validating. Conclusions: Teachers of marginalized subjects need to feel seen and heard. A positive disposition toward change drew teachers to participate, and the camaraderie formed was a motivator for teachers who felt undervalued. [ABSTRACT FROM AUTHOR]

While teacher stress has been widely researched, teacher joy (aligning with the principles of positive psychology) is relatively understudied. To contribute insights, this interview-based qualitative study investigated this research question: How do early childhood teachers make meaning of their experiences with teacher stress and teacher joy? Data collection involved interviewing 12 early childhood teachers (ages 27–47 years, M = 34 years) who were teaching children (in preschool to 2nd grade) in a northeastern state of the United States. Each interview was conducted individually and virtually via Zoom for an average of 75 minutes. Thematic analysis of the data identified four salient themes: (1) teacher stress as a contemplative factor in teacher mobility, (2) teacher joy coexisting with teacher stress and sustaining teaching commitment, (3) teacher joy derived from building relationships with children, and (4) teacher joy derived from witnessing children’s learning growth. The first two themes demonstrate stress and joy as defining aspects of teaching experiences. The last two themes reveal two essential sources of teacher joy. They align with the perspective of ‘the grass is greener where you water it,’ expressed by one teacher and resonated with all others. [ABSTRACT FROM AUTHOR]

Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions "through the lens" of their own personalities. This observational study involving 42 teachers (28 female, Mage = 39.66, SD = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers' perception of classroom disruptions. Moreover, longitudinal associations between perceived and observed classroom disruptions and occupational problems were investigated over two years. Results show that neuroticism, fear of negative evaluation, and social overload are positively associated with more perceived classroom disruptions. In this context, neuroticism does not directly lead to more perceived classroom disruptions, but the relationship is mediated by fear of negative evaluation and social overload. Moreover, perceived classroom disruptions were associated with an increase of occupational problems over two years. Examining self-reports in combination with behavioral observation is crucial for better understanding teachers' perception of classroom disruptions and identifying the personality traits and social stressors influencing perception for preventing teachers' health problems. Teacher education must support teachers in dealing with fear of negative evaluation and social overload and recognize the longitudinal cumulative effects of biased perception on teacher stress. This can prevent teachers from leaving the profession early and keep burnout rates and costs low. [ABSTRACT FROM AUTHOR]

This systematic review uses a bioecological systems model to study occupational stressors and their effects on teachers' performance in schools. We discuss risk factors and coping styles influencing occupational stress at the levels of the biosystem (teacher characteristics), microsystem (class relations), mesosystem (school context), exosystem (social policy), and macrosystem (cultural norms). The review indicates that teachers face specific stressors within each ecological system and experience varying levels of emotional issues corresponding to the system challenges. They are particularly vulnerable to feelings of helplessness and negative affect at higher-order ecological levels (i.e. exosystem and macrosystem) due to limited control over stressors in those systems. Accordingly, teachers may have to resort to palliative coping to manage their emotions. While workload, role stressors, and interpersonal conflicts are significant stressors in the microsystem, organisational challenges originating from the school structure, such as the inadequacy of professional support, contribute to stress in teachers at the mesosystem level. At higher-order ecological systems, stressors include school reform, policy changes, and discrimination against marginalised teachers. The study concludes by offering evidence-based strategies tailored to each ecological system to mitigate stress and alleviate negative emotions among teachers. [ABSTRACT FROM AUTHOR]

The sustainability of the U.S. public education teaching workforce is at risk, particularly since the onset of the COVID-19 pandemic during and after which teachers have experienced increasing demands and attrition. The current study surveyed 513 K-12 teachers. Structural equation modeling (SEM) was used to test the Resources to Appraisal-Mediated Outcomes (RAMO) model with the following hypotheses: (1) The path from psychological resources (teacher self-efficacy and self-acceptance) to proximal occupational outcomes (job satisfaction) is mediated by workplace appraisals, (2) The path from workplace appraisals to distal occupational outcomes (professional intentions) is mediated by proximal occupational outcomes, (3) The path from psychological resources to distal occupational outcomes is mediated by workplace appraisals and proximal occupational outcomes, and (4) All other direct pathways in the model do not yield meaningful associations. SEM results showed good fit (CFI = 0.991, TLI = 0.988, RMSEA = 0.036, 95% LL = 0.024, 95% UL = 0.047, and SRMR = 0.055). As predicted, the pathways from teacher psychological resources to workplace appraisals were statistically significant, and workplace appraisals mediated the relationship between teacher self-efficacy and self-acceptance and both occupational outcomes. As predicted, workplace appraisals mediated the relationship between teacher psychological resources and both occupational outcomes. In addition, the pathway from teacher self-acceptance to job satisfaction was also statistically significant, signaling that job satisfaction, irrespective of appraisals, functioned as its own mediator of professional intentions. Implications for teacher well-being and attrition are discussed. [ABSTRACT FROM AUTHOR]

Teaching can be emotionally demanding. The current study investigated how teachers handle demanding situations in class, and how their behavioral and physiological reactions shape their emotions after the lesson. Interpersonal behaviors of 80 secondary school teachers were coded based on video recordings of one real-life lesson. During the lesson, heart rate and cardiac output were recorded continuously as indicator of relative challenge versus threat motivational states. Overall, teachers differed substantially in the number of demanding situations and how they changed their interpersonal behavior and physiological responses. Although teachers' behavioral and physiological changes were not a straightforward predictor of their emotional outcomes, especially teachers with dispositional low agency or communion were at risk of less positive and more negative emotions. [ABSTRACT FROM AUTHOR]

Project EXPLORE (PEX) is a nature-based learning (NBL) program designed by the North Carolina Arboretum to help North Carolina K-12 teachers implement citizen science-based curricula to reconnect youth with the natural environment. Initiatives supporting teacher confidence are critical to mainstream implementation of NBL. As there is scant literature on programs’ impact on teachers’ well-being, the purpose of this study is to explore how participating in PEX impacts teachers’ “well-being.” Informed by critical feminist theory, we used an amended two-part collective memory work design. Three former PEX participants created video narratives about a memory of the program’s impact on their well-being. They participated as co-researchers in a focus group to analyze the video diary entries for meanings around teaching well-being and PEX. The group discussed ways PEX supported self-actualization, relationships, and, most importantly, how PEX was a powerful tool for well-being within a neoliberal school context. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL 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.)

Purpose – Guided by several of the 9 essentials of what it means to be a PDS (NAPDS, 2021), authors share a plea to rethink the teacher burnout-attrition-staffing crisis with a call toward a moral imperative of recentering an ethic of care. Many schools are operating under anti-care practices which directly undermine teacher wellness in part due to secondary traumatic stress, rising workload demands and intensive student needs. Design/methodology/approach – Reflecting a compilation of teacher voices, including participants from three research studies and the collective decades-worth experience of educator scholars, this paper presents a synthesis of educator burnout and the role of educator wellness within trauma-informed social emotional learning initiatives. Findings – The practical model of educator resilience offers a potential solution to burnout and attrition by prioritizing care for teachers individually and collectively prior to addressing care for students. Originality/value – The model articulates educator resilience as the motivational force of life within a school community focused on an ethic of care that drives the collective and individuals within the collective to be their best. This aligns with foundation principles of PDS schools and Goodlad and colleagues’ decades-old call to foreground the moral dimensions of teaching in school reform (1990).

Background: Teaching is a genuinely social and highly demanding task. Drawing on Porges' phylogenetic polyvagal theory with three evolved systems and three associated behavioral responses (social engagement, mobilization, and immobilization), we investigated teachers' heart rate and heart rate variability in social interactions using ambulatory assessments. Methods: We continuously measured heart rate and heart rate variability of 42 apparently healthy teachers on a work and leisure day with ambulatory electrocardiogram. We videotaped four consecutive, same-day lectures of each teacher. We trained observers to code student aggression and frontal teaching behaviors in an event sampling procedure with the behavior observation system for analyzing aggressive behavior in school settings. Additionally, perceived teacher-student relationship, social support from other teachers / school management, occupational complaints, and vital exhaustion were assessed by teacher self-reports. Results: Teachers showed an increased heart rate and a decreased heart rate variability on a workday compared to a leisure day, anticipatory stress before classes, as well as insufficient recovery during lunchtime. Observed student aggression and high proportion of frontal teaching were associated with lower heart rate variability, while better perceived teacher-student relationship was correlated with higher heart rate variability. Differently, teachers' psychological strain and heart rate variability were unrelated to each other. Conclusion: Corresponding to polyvagal theory, results suggest that successful social interactions are fundamental for teachers' favorable cardiological reactions. [ABSTRACT FROM AUTHOR]

High rates of teacher turnover are of critical concern for education agencies on a national level. When surveyed, teachers commonly report that student problem behavior is a primary motivator for leaving the profession. Previous research indicates that efforts to promote classroom management skills that address disruptive student behavior may alleviate some of the stress that leads to teacher burnout. The purpose of this study was to assess the effects of the Good Behavior Game on self-reported stress levels in teachers. The rate of academically engaged behavior in students was also assessed as a secondary outcome measure. A multiple baseline design was used to evaluate the effects of teacher implementation of the Good Behavior Game within three elementary-level classrooms at a Title I school. Overall, the results indicate that the Good Behavior Game intervention procedures were effective in decreasing teacher stress levels and increasing academically engaged behavior in students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Introduction: This study aimed to investigate whether there is a significant association between teachers' and students' perceptions of school climate, and if not, whether teacher factors are associated with the respective perceptions. Methods: The participants included 1,831 students and 59 homeroom teachers from 11 public elementary and junior high schools in Japan. Multilevel models were used to examine the association between students' and teachers' perceptions of school climate. Results: Of the three teacher-rated school climate scales, only teacherperceived disciplinary climate was associated with students' perceptions of school climate. Teachers' working conditions, such as self-efficacy and stress, were associated with teachers' perceptions but not students' perceptions of school climate. Disciplinary climate was associated with students' perceptions of school climate, even after accounting for the teachers' working conditions. Discussion: Items questioning specific student behaviors, such as those included in the disciplinary climate scale, may be effective in avoiding incongruence with student evaluations. Moreover, maintaining disciplinary climate itself is important for students' positive perceptions of the school climate. A disciplinary climate in which teachers and students share responsibility for learning and classroom organization, and strategies that support positive student behavior are preferable to exclusionary discipline strategies. Incorporating feedback data gathered through classroom observations or student perceptions is also important in resolving the incongruence between teachers' and students' perceptions of the school climate. [ABSTRACT FROM AUTHOR]

Aggressive student behavior is considered one of the main risk factors for teacher stress. The present study investigated teachers’ physiological and behavioral reactions when facing aggressive student behavior and examined which resources favor adaptive teacher reactions. The sample included 42 teachers. We assessed (a) teacher self-reports (i.e., resources, risk factors, and vital exhaustion) (b) classroom observations, (c) ambulatory assessments of teachers’ heart rate and heart rate variability, and (d) teachers’ progesterone concentrations in the hair. The present study focused on a subsample of ten teachers (9 females, Mage = 34.70, SD = 11.32) managing classes which were potentially very stressful as they had a high density of aggressive behavior. High levels of work satisfaction, hair progesterone, and a low level of work overload fostered social integrative teacher responses. Moreover, in 75% of the cases, teachers succeeded in downregulating their physiological reaction. Our results support the notion that teachers evaluate stressors in light of their resources. When they perceive their resources as insufficient for coping with a challenging situation, stress arises, and subsequently, they react inefficiently to aggressive behavior. Thus, teacher education could benefit from strengthening teacher resources and strategies for coping with aggressive student behavior.

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, 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.)

This study, designed as a basic qualitative research, aims to evaluate the perspectives of Turkish teachers regarding the nationally implemented large-scale assessments in specific subjects. By employing purposive sampling methods, particularly maximum variation sampling, 14 teachers with different seniorities and branches from various high schools were included in the research. Data were collected using a semi-structured interview form prepared by the researcher. Through the application of descriptive analysis, it was found that teachers viewed these assessments more as a preparation for changes in the higher education transition system and as a tool for achieving standardization across the country rather than as an accountability policy instrument. Despite the low-stakes nature of this assessment, it was observed that teachers exhibited responses like those documented in the literature for high-stakes accountability. Additionally, it was found that teachers prepared students for the exams primarily through practice exercises and experienced anxiety before the exams due to the limitation of their autonomy and the comparison of their students and themselves. Furthermore, most participants believed that the assessment results were not effective in determining students' learning, primarily held the students accountable for the results, and considered such assessments as a source of stress. Based on the findings, recommendations were made for practitioners and researchers. [ABSTRACT FROM AUTHOR]

Aggressive student behavior is considered one of the main risk factors for teacher stress. The present study investigated teachers' physiological and behavioral reactions when facing aggressive student behavior and examined which resources favor adaptive teacher reactions. The sample included 42 teachers. We assessed (a) teacher self-reports (i.e., resources, risk factors, and vital exhaustion) (b) classroom observations, (c) ambulatory assessments of teachers' heart rate and heart rate variability, and (d) teachers' progesterone concentrations in the hair. The present study focused on a subsample of ten teachers (9 females, Mage = 34.70, SD = 11.32) managing classes which were potentially very stressful as they had a high density of aggressive behavior. High levels of work satisfaction, hair progesterone, and a low level of work overload fostered social integrative teacher responses. Moreover, in 75% of the cases, teachers succeeded in downregulating their physiological reaction. Our results support the notion that teachers evaluate stressors in light of their resources. When they perceive their resources as insufficient for coping with a challenging situation, stress arises, and subsequently, they react inefficiently to aggressive behavior. Thus, teacher education could benefit from strengthening teacher resources and strategies for coping with aggressive student behavior. [ABSTRACT FROM AUTHOR]

School teaching is widely acknowledged to be a highly demanding profession. Consequentially, an emerging academic literature deals with the stress levels teachers face. While existing studies predominantly focus on quantifying relevant stressors, this study investigates the subjective perceptions and interpretations of stressors by teachers. Data comes from Bhutan, a country with a high teacher resignation rate primarily due to teacher stress, despite being one of the highest-paid occupations. The results show that teacher stress in Bhutan predominantly emanates from heightened job demands. These demands are perceived differently in terms of how individuals view teaching responsibilities and non-academic obligations (e.g., Class Teacher). The pervasive impact of inadequate leadership and management exacerbates stress levels, directly encroaching upon psycho-social wellbeing. Ten teachers in Bhutan were interviewed using a semi-structured format. The interview data was recorded, transcribed, and coded using MAXQDA. Thematic analysis was then conducted based on the generated codes. By adopting a qualitative lens, this research enriches our understanding of teacher stress by unraveling how stressors are interconnected and how different teachers perceive the same stressor differently, providing insights on targeted interventions and support mechanisms. The results also show that supportive leadership can sometimes be viewed as a source of stress as opposed to the popular notion of perceiving it entirely as a stress-mitigating factor. [ABSTRACT FROM AUTHOR]

BackgroundTeaching is a genuinely social and highly demanding task. Drawing on Porges’ phylogenetic polyvagal theory with three evolved systems and three associated behavioral responses (social engagement, mobilization, and immobilization), we investigated teachers’ heart rate and heart rate variability in social interactions using ambulatory assessments.MethodsWe continuously measured heart rate and heart rate variability of 42 apparently healthy teachers on a work and leisure day with ambulatory electrocardiogram. We videotaped four consecutive, same-day lectures of each teacher. We trained observers to code student aggression and frontal teaching behaviors in an event sampling procedure with the behavior observation system for analyzing aggressive behavior in school settings. Additionally, perceived teacher-student relationship, social support from other teachers / school management, occupational complaints, and vital exhaustion were assessed by teacher self-reports.ResultsTeachers showed an increased heart rate and a decreased heart rate variability on a workday compared to a leisure day, anticipatory stress before classes, as well as insufficient recovery during lunchtime. Observed student aggression and high proportion of frontal teaching were associated with lower heart rate variability, while better perceived teacher-student relationship was correlated with higher heart rate variability. Differently, teachers’ psychological strain and heart rate variability were unrelated to each other.ConclusionCorresponding to polyvagal theory, results suggest that successful social interactions are fundamental for teachers’ favorable cardiological reactions.

The early childhood education teacher workforce is consistently relied upon to bolster children's academic and socioemotional development in preparation for kindergarten and long-term outcomes. This is especially true of children who, historically overlooked and marginalized, are labeled "at risk." While research has focused on pervasive stressors as obstacles to these classroom professionals (e.g., teacher/teaching stress, curricular mandates, quality assessments, COVID-19), there is less research on stress in relation to the formation of teacher identity; specifically, how stress contributes to and detracts from the formation of a teacher's micro-identity, and how negative impacts of stress to the micro-identity may contribute to teachers' decisions to leave the field. Although once considered to be one of the fastest growing industries, The Great Resignation, as it has come to be known, estimates up to 25–30% of the workforce leave annually. To better understand the choices teachers make to leave the profession, the current study examined the influence of stress on teachers' microidentity by centering the voices of six Head Start teachers. Implementing a qualitative design, this investigation asked (a) Who are the Head Start teachers in the workforce today? (b) What are the particular stressors with which they contend? (c) How does the micro-identity of these teachers change as a result of stress, and what are the potential choices that follow? Results and findings indicated that Head Start teachers experience (1) stress as reality, (2) stress-shaped identities, and (3) identity-mediated choice. Implications and insights are discussed. [ABSTRACT FROM AUTHOR]

School teaching is widely acknowledged to be a highly demanding profession. Consequentially, an emerging academic literature deals with the stress levels teachers face. While existing studies predominantly focus on quantifying relevant stressors, this study investigates the subjective perceptions and interpretations of stressors by teachers. Data comes from Bhutan, a country with a high teacher resignation rate primarily due to teacher stress, despite being one of the highest-paid occupations. The results show that teacher stress in Bhutan predominantly emanates from heightened job demands. These demands are perceived differently in terms of how individuals view teaching responsibilities and non-academic obligations (e.g., Class Teacher). The pervasive impact of inadequate leadership and management exacerbates stress levels, directly encroaching upon psycho-social wellbeing. Ten teachers in Bhutan were interviewed using a semi-structured format. The interview data was recorded, transcribed, and coded using MAXQDA. Thematic analysis was then conducted based on the generated codes. By adopting a qualitative lens, this research enriches our understanding of teacher stress by unraveling how stressors are interconnected and how different teachers perceive the same stressor differently, providing insights on targeted interventions and support mechanisms. The results also show that supportive leadership can sometimes be viewed as a source of stress as opposed to the popular notion of perceiving it entirely as a stress-mitigating factor.

The current study examined teacher competence and contextual factors associated with teacher‐reported stress in low‐income urban elementary schools. Using a sample of 106K‐5th grade teachers from 14 low‐income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher‐reported stress, perceived instrumental and emotional supports, class‐wide student academic performance, and behavioral functioning were examined. Teacher‐reported stress was significantly related to perceived emotional support, instrumental support, class‐wide student academic performance, and class‐wide student behavioral functioning. Instrumental and emotional supports, observed instructional and behavioral management practices, and class‐wide student academic and behavioral functioning jointly predicted teacher stress. Results from a dominance analysis identified class‐wide behavioral functioning, and emotional and instrumental support as the strongest predictors of teacher stress. Study limitations and implications for research and practice are discussed. Practitioner points: Sources of work‐related stress rated most highly by teachers included student performance on standardized tests, teaching, student learning, student engagement, and behavior problems.The strongest predictors of teacher stress were student behavioral functioning, teacher perceived emotional and instrumental support.No relationship was found between teacher stress and instructional/behavioral classroom practices. Impact Statement: Class‐wide student behavioral functioning, teacher‐reported emotional and instrumental supports are found to predict teacher stress in low‐income elementary schools. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, K-12 teachers in the United States were forced to alter their work routines in order to use technology to complete a variety of work-related responsibilities. K-12 teachers, therefore, experienced a range of techno-stressors and faced their negative impacts, such as burnout and turnover intention. However, not much is known about which techno-stressors K-12 teachers found particularly distressful when teaching during the COVID-19 pandemic, how each techno-stressor contributed to feelings of burnout, and how a proactive approach to mitigating technostress called literacy facilitation may have lessened the effects of each techno-stressor and burnout. Moreover, little is known about how those relationships compare to the techno-stressors experienced when teaching before the COVID-19 pandemic. This paper conducts an exact replication of Califf and Brooks (2020), who investigated how K-12 teachers experienced technostress before the COVID-19 pandemic. The exact replication adopts the research model, constructs, and questionnaire published in Califf and Brooks (2020) to test survey data collected from K-12 teachers in early 2021, a time when most U.S. adults were not yet vaccinated against COVID-19. The effects of five techno-stressors--techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty--on burnout, and the effect of burnout on turnover intention, are investigated. Moreover, the effect of literacy facilitation on the five techno-stressors and burnout is also investigated. Results from the replication study are compared to the results published by Califf and Brooks (2020). More detailed contributions to research and practice are discussed. [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 jobsatisfaction among government and private elementary school teachers. This study used a cross-sectional surveydesign in which elementary school teachers in Gombak were selected by convenience sampling. One hundred andfifty elementary school teachers participated in this study, including 75 government and 75 private elementary schoolteachers. The online questionnaire consists of the Teacher Stress Inventory (TSI) and the Short-Form MinnesotaQuestionnaire (MSQ). Descriptive analysis, Pearson’s correlation, and the independent t-test were used to find therelationship between teacher stress and job satisfaction and the difference between teacher stress and job satisfactionbetween government and private elementary school teachers. Findings revealed a negative correlation between teacherstress and job satisfaction [r(148)= -0.23, p = 0.005]. Furthermore, there is a significant difference in teacher stressand job satisfaction between government and private elementary school teachers [t(148) = 2.50, p = 0.014]. Privateschool 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 whyteachers’ well-being needs greater attention, as well as alarming the management of both private and governmentschools, providing avenues to reduce the stress level among teachers in promoting job satisfaction and enhancingteaching effectiveness.

The aim of the present study was to investigate the association between teachers' (N = 53) physiological and psychological stress and their visual focus of attention as well as the mediating effect of teaching practices on this association in authentic classroom settings. Data were collected using multimodal methods of measurement: salivary cortisol levels for physiological stress, a self-reported questionnaire for psychological stress, observed teaching practices during one school day, and eye-tracking video recordings of classroom teachers during one lesson for teachers' visual focus of attention. The results showed that neither teachers' physiological nor psychological stress was directly related to their visual focus of attention. However, using more child-centered teaching practices compared with teacher-directed ones was related to a higher number of fixations on students, longer total fixation duration, and more individualized distribution of visual focus of attention on students. Teacher's teaching practices mediated the effect of teachers' psychological stress on their fixation counts on students and distribution of visual focus of attention. The results suggest that teaching practices are related to the visual attention teachers' give to students and that teachers' stress affects their visual focus of attention through teaching practices. The practical implications of this study suggest that teachers should receive training and support to recognize their stress level and its association with their teaching. [ABSTRACT FROM AUTHOR]

Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students' sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory. [ABSTRACT FROM AUTHOR]

Background: Teachers' professional commitment is essential for providing high-quality early care and education (ECE) to young children. Previous studies suggest that teachers' perceptions of low levels of personal stress and a satisfactory work environment are both likely to be associated with their greater commitment to work. Objective: The current study examined the incremental validity of work environment as a predictor of professional commitment beyond personal stress perceived by ECE teachers in South Korea. Specifically, we hypothesized that teachers' satisfactory work environment would predict a significant amount of variance in professional commitment beyond personal stress. Methods: Survey data were collected from 322 ECE teachers in center-based programs in Korea. Confirmatory factor analysis (CFA) was used to examine the factor structure of the professional commitment latent variable. Hierarchical regression models were tested in structural equation modeling with the professional commitment latent variable. Results: CFA for professional commitment demonstrated that a one-factor model was the best solution. The final model explained 40% of the variance in professional commitment (RMSEA =.067; CFI =.906). Findings indicated the incremental validity of work environment in predicting professional commitment beyond personal stress. Conclusions: The current findings emphasize the importance of teachers' experiences around having a satisfactory work environment and personal stress, either job-related or not, to retain teachers in ECE settings long-term. Program and policy level support to promote teachers' well-being in their personal lives as well as professional lives may be critical to improve teachers' professional commitment. [ABSTRACT FROM AUTHOR]

School districts, administrators, and teachers faced an unprecedented challenge as schools closed due to COVID-19. SBAE teachers were no exception to this and faced the unique challenge of teaching technical content through virtual platforms. The purpose of this study was to explore SBAE teacher emotional exhaustion amid the shared trauma of the COVID-19 pandemic. This study examined emotional exhaustion, teacher self-efficacy, technological pedagogical content knowledge (TPACK), and perceived supportive actions from administration in Ohio SBAE teachers. Paired samples t-tests indicated increases in emotional exhaustion -- with a medium effect size in participants from spring to autumn of 2020. A serial multiple mediator model indicated supportive administrator actions significantly predicted TPACK and emotional exhaustion, while TPACK significantly predicted teacher self-efficacy at the time of measurement. Within the mediation model, no significant indirect effects were found. Further research should examine the factors behind administrative support for teachers to help mitigate emotional exhaustion in the teacher population. [ABSTRACT FROM AUTHOR]

隨著新課綱正式啟動，身為教學現場第一線的中學教師面臨前所未有的挑戰與壓力。本研究旨在分析中學教師當前的壓力程度，以及個人與學校背景因素對中學教師在新課綱實施前後壓力改變之效果。本研究基於「教育專家與專家教師社群」的焦點座談結果，發展適用於中學教師的「溝通與輔導壓力量表」及「課程與教學壓力量表」，並以量表探究中學教師在新課綱實施前後，壓力的變化情形及其影響因素。本研究參與者為205位中學教師。研究結果發現：一、本研究發展的壓力量表均具良好信度與效度；二、教師溝通與輔導壓力量表包含三個因素：親師溝通、同事與師生溝通、學生輔導；三、教師課程與教學壓力量表包含兩個因素：素養導向課程與教學、素養導向自主學習引導；四、在新課綱實施後，國中與高中教師的壓力均顯著提升，但高中教師感受到的壓力轉變幅度高於國中教師；五、性別、教育程度、職務、學校規模對教師壓力轉變沒有效果；六、教師的婚姻狀況與有無小孩、任教階段對中學教師壓力轉變有顯著效果。本研究發展之兩份教師壓力量表，有助於瞭解強調素養導 向教學的教育改革下中學教師之壓力及其影響因素，本研究發現亦提供教育當局在此波教育改革的後續規劃與改善之參考。 The implementation of the 108 Curriculum Guidelines has increased the challenges and stress levels of secondary school teachers. Therefore, this study evaluated the stress levels of teachers and whether personal and school factors influenced changes in stress levels before and after the implementation of the 108 Curriculum Guidelines. Through focus-group discussions on the 108 Curriculum Guidelines, we developed the Inventory of Teacher Stress in Communication and Counseling (ITS-CC) and the Inventory of Teacher Stress in Curriculum and Instruction (ITS-CI). In addition, using the developed inventories, we explored the effects of several personal and school variables on teachers’ stress changes. A total of 205 junior and senior high school teachers were recruited as study participants. The main findings are as follows: (1) Both the inventories developed in this study have adequate reliability and validity. (2) The ITS-CC includes three factors: parent-teacher communication, colleague and student communication, and student counseling. (3)The ITS-CI includes two factors: standard-based curriculum and instruction and guidance for self-directed learning. (4) Teachers’ marital status, number of children, and the educational stages of teaching significantly affected the teachers’ stress changes. Overall, secondary school teachers experienced different types and levels of stress. In conclusion, the inventories developed in this study are valid instruments for understanding teachers’ stress and related factors under the current educational reform. Additionally, the study findings can serve as a reference for further improvement of the 108 Curriculum Guidelines. Introduction The implementation of the 108 Curriculum Guidelines has increased the challenges and stress levels of secondary school teachers. These teachers are required not only to respond to the needs of innovation, redesign competency-oriented courses and teaching, and develop self-directed learning courses but also to conduct counseling and communicate with parents about the new curriculum guidelines. Moreover, studies have found that secondary school teachers with different backgrounds experienced different types of stress (e.g., Bottiani et al., 2019; Chen, 2010; Li & Cheng, 2013; Yeh et al., 2017). Therefore, this study investigated the stress levels of secondary school teachers with the implementation of the educational reform. Additionally, this study explored the effects of different demographic variables (including gender, education level, marital status, children, job title, school size, and educational stages of teaching) on the changes in stress levels before and after the educational reform. Literature Review Teaching is an occupation involving high levels of stress. Studies have reported that teachers experience moderate-to-high levels of work stress (Harmsen et al., 2018; Johnson et al., 2005; Näring et al., 2006). Notably, educational reforms may exacerbate such stress and be new sources of stress to teachers (Zhang et al., 2018). Based on the content and educational goals of the educational reform, we categorized the stress experienced by secondary school teachers into two types: curriculum and teaching as well as counseling and communication. The first category includes stress related to teaching progress, curriculum design, learning assessment, and planning of self-directed learning, and the second category includes stress related to interpersonal relationships, parent-teacher communication, and student counseling. Most teacher stress scales have been developed more than 5 years ago and do not include new problems experienced by teachers in the current educational reform. Therefore, in this study, we developed the ITS-CC and the ITS-CI. Many studies have demonstrated that teachers at different school levels experience varied levels of stress (Chen, 2010; Huang, 2015). Compared with teachers in junior high schools, those in senior high school reported a heavier workload caused by offering elective courses, assisting students with academic portfolios, preparing self-directed learning plans (Ministry of Education, 2014), and others. In addition, empirical research indicates that secondary school teachers with different backgrounds experience varying levels of stress, with gender (Bottiani et al., 2019), marital status (Li & Cheng, 2013), work positions (Yeh et al., 2017), and school size (Bai & Lai, 2014) playing crucial roles. Thus, this study analyzed the effects of several personal and school variables on stress changes of secondary school teachers before and after the new educational reform. Method We first invited six expert teachers to participate in focus-group discussions for determining sources of teacher stress from different perspectives. Based on their responses, we developed two preliminary stress inventories. Then, we recruited 205 secondary school teachers to participate in the investigation study. Participants included 56 male teachers (27%) and 146 female teachers (71%); the gender of 3 teachers was confidential (2%). The instruments used for evaluation included the ITS-CC and ITS-CI. The demographic variables included were gender, educational level, marital status, number of children, job title, school size, and the educational stages of teaching. Item analysis, exploratory factor analysis, internal consistency reliability analysis, confirmatory factor analysis, chi-square test, and repeated measures were performed using IBM SPSS Statistics and AMOS for Windows, version 19. This study was approved by the Institutional Review Board of National Chengchi University, Taiwan, and written informed consent was obtained from all participants. Results and Discussion The ITS-CC includes three factors: parent-teacher communication, colleague and student communication, and student counseling. ITS-CI includes two factors: standard-based curriculum and instruction and guidance of self-directed learning. Both the inventories had adequate reliability and validity; the Cronbach’s alpha of both inventories was .93. Regarding the stress levels, the results indicated that secondary school teachers experienced a moderate-to-high level of stress, which is consistent with previous findings (Harmsen et al., 2019;Kovess-Masféty et al., 2006; Näring et al., 2006). Additionally, according to the ITS-CI and ITS-CC, teachers’ stress levels significantly increased after the implementation of the 108 Curriculum Guidelines. These results are in line with a previous finding that when new curriculum guidelines are implemented, teachers are required to expend more efforts to guide students to become more autonomous learners, pay more attention to students’ learning process, and provide more counseling (Qiu, 2017). The results of this study also indicated that teachers’ marital status, number of children, and the educational stages of teaching significantly affected the teachers’ stress change, whereas gender, education level, job title, or school size had no such effects. Conclusion and Suggestions The inventories developed in this study are valid instruments for understanding teachers’ stress and related factors with the implementation of the current educational reform. Both the inventories have adequate reliability and validity. We also determined the impact of potential demographic variables on teacher stress with the implementation of the current educational reform. Finally, we found that the stress levels of secondary school teachers significantly increased after the educational reform. Education authorities should help teachers reduce stress and increase their coping ability through workshops or training courses. The findings of this study can serve as a reference for improving the new curriculum guidelines.

The aim of the present study was to investigate the association between teachers’ (N = 53) physiological and psychological stress and their visual focus of attention as well as the mediating effect of teaching practices on this association in authentic classroom settings. Data were collected using multimodal methods of measurement: salivary cortisol levels for physiological stress, a self-reported questionnaire for psychological stress, observed teaching practices during one school day, and eye-tracking video recordings of classroom teachers during one lesson for teachers’ visual focus of attention. The results showed that neither teachers’ physiological nor psychological stress was directly related to their visual focus of attention. However, using more child-centered teaching practices compared with teacher-directed ones was related to a higher number of fixations on students, longer total fixation duration, and more individualized distribution of visual focus of attention on students. Teacher’s teaching practices mediated the effect of teachers’ psychological stress on their fixation counts on students and distribution of visual focus of attention. The results suggest that teaching practices are related to the visual attention teachers’ give to students and that teachers’ stress affects their visual focus of attention through teaching practices. The practical implications of this study suggest that teachers should receive training and support to recognize their stress level and its association with their teaching.

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. [ABSTRACT FROM AUTHOR]

Workplace stress, burnout, and fatigue are commonplace amongst tertiary educators, and are compounded by the ongoing challenges of teaching and learning during a global pandemic. Amid efforts to identify and understand contributors to educator stress, student-teacher interactions have received relatively little attention. However, educators are often expected to engage in pastoral care when students disclose academic and personal problems. Receiving and responding to self-disclosure can be emotionally taxing, particularly in professional contexts of care, and therefore contribute to educator experiences of stress and burnout. In this study, we examined the relations between student self-disclosure and educator stress and wellbeing during the COVID-19 pandemic in New Zealand. Almost all of the 318 tertiary educators received COVID-19 related disclosures from students. Findings show that educators whose students had shared personal problems during COVID-19 were more likely to report high stress and poor wellbeing.Such communication was also associated with higher rates of workplace presenteeism, suggesting that these teachers were likely to push themselves to a level that risks illness. Fortunately, these negative impacts were ameliorated when educators also reported a sense of support in the workplace. The implications for educators and tertiary institutions are discussed, including the provision of educator training and well-resourced student support services. [ABSTRACT FROM AUTHOR]

Teaching is a stressful profession, and teacher stress has been shown to be associated with job dissatisfaction, attrition from the field, and negative outcomes for teachers and their students. A major contributor to teacher stress is disruptive student behavior. Given that students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) demonstrate high rates of disruptive behaviors and are present in nearly every classroom, studying the connection between student ADHD symptoms and teacher stress may provide useful insights for better supporting teachers and their students. Aims of this study were to (1) assess the replicability of a previous finding that teachers rate their students with elevated ADHD symptoms to be more stressful to teach than students without these symptoms and (2) explore the extent to which key factors (i.e., overall work-related stress and student–teacher relationship quality) moderate the relationship between student ADHD symptoms and related teacher stress. Participants were 97 K-2nd grade teachers who completed an online survey about themselves and two male students in their classroom. Results showed that teachers report students with elevated levels of ADHD symptoms and impairment to be more stressful to work with than students who do not exhibit these symptoms (d = 1.52). Additionally, overall work-related stress and conflict in the student–teacher relationship exacerbated the relationship between student ADHD symptom severity and related teacher stress, whereas closeness in the student–teacher relationship mitigated this association. Implications of these findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]