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The COVID-19 pandemic has exacerbated levels of stress and anxiety for P-12 teachers around the globe. The present study aims to understand teachers’ emotional experiences and feelings of burnout during the pandemic, and how individual (i.e., emotion regulation strategies) or contextual factors (e.g., school administrative support) intersect with different facets of their emotional experiences. Using a sequential explanatory mixed methods design, we collected and examined survey and interview data from teachers in the southeastern United States. The structural equation model confirmed the relationships among the following latent variables: negative emotion, emotion regulation, autonomy support, burnout, and teacher enthusiasm. Qualitative findings provide further insight in the contextualized nature of these relationships and how they play out across various schools and districts.

Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with higher concentrations of students who match their own race/ethnicity. Both teacher and school race/ethnicity were unique predictors of a teacher being classified as at-risk for stress. Additional analyses suggested that teachers’ reported race/ethnicity significantly moderated the school effect association with stress risk. These findings have policy implications for how school workplace surveys are used as well as staffing and professional development considerations.

The transactional theory posits that when teachers appraise classroom demands as exceeding classroom resources, they are at a higher risk for stress. However, researching appraisals is challenging because they result from individual interpretation and can vary across workplace settings. The goal of this study was to better understand the teacher appraisal process in the context of diverse racial/ethnic school environments in the United States. Black, Hispanic, and White teachers' classroom appraisals, job satisfaction, and workplace fatigue were examined in schools where teachers' self-reported race/ethnicity was congruent or incongruent with the predominant racial/ethnic demography of their schools. The participants in this study (N ϭ 25,420) were full-time, public school teachers who responded to the National Center for Education Statistics 2015-2016 National Teacher Principal Survey. Main effects for differences in appraisals by teachers' race/ethnicity and building demography were found, indicating White teachers tended to appraise classroom demands as higher relative to resources than Black or Hispanic teachers across all school types, and all three teacher race/ethnicity groups tended to appraise classroom demands as higher than resources in majority Black or Hispanic schools-all of which indicated a higher risk for stress. Higher job satisfaction and lower workplace fatigue were also reported in majority White schools. Interactions between teacher race/ethnicity and building demography were also found.

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