Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field

McCarthy, Christopher J.; Lambert, Richard G.; Crowe, Elizabeth W.; McCarthy, Christopher J.

doi:10.1177/0192636511403262

Cited by 40 publications

(59 citation statements)

References 22 publications

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“…Additionally, similar to the study by McCarthy et al. (), low job satisfaction is associated with higher rates of quitting. In addition, depression may influence health, subsequently playing a role in sick days, as well as desire to quit.…”

Section: Discussionsupporting

confidence: 84%

“…Similarly, McCarthy, Lambert, Crowe, and McCarthy () also examined factors such as job satisfaction, intentions of leaving the field, coping, and stress among secondary teachers. They found that job satisfaction was positively related to coping resources, and that both factors were significantly associated with classroom stress, as well as their intent to leave the teaching profession.…”

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confidence: 99%

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Major Depressive Disorder and Public School Teachers: Evaluating Occupational and Health Predictors and Outcomes

Besse

Howard

González

et al. 2015

J Appl Biobehavioral Res

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This study aimed to examine workplace depression among public teachers. Up to 3,003 teachers completed an occupational health survey and Patient Health Questionnaire, which provided provisional diagnoses of major depressive disorder (MDD). Analyses explored key factors linked to MDD among teachers. Teachers more likely to meet MDD criteria were Hispanic, divorced, had less experience, taught at elementary level, reported low job satisfaction and control, and had higher absenteeism and increased likelihood of leaving the profession. Teachers with MDD had higher levels of perceived stress, anxiety, panic and somatization disorder, and lower quality of life. Workplace depression is associated with several variables, including job control, satisfaction, and mental and physical health. Future studies should address workplace interventions for educators.

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Section: Discussionsupporting

confidence: 84%

mentioning

confidence: 99%

Major Depressive Disorder and Public School Teachers: Evaluating Occupational and Health Predictors and Outcomes

Besse

Howard

González

et al. 2015

J Appl Biobehavioral Res

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show abstract

“…Recent research using the CARD has shown that teachers who perceive themselves as having higher classroom demands compared with available resources are different from other teachers: they report more burnout symptoms (McCarthy, Lambert, O'Donnell, & Melendres, ) and more students with behavior problems (Lambert, Kusherman, O'Donnell, & McCarthy, ) and learning disabilities (Lambert, McCarthy, O'Donnell, & Melendres, ). Furthermore, Jazaar, Lambert, and O'Donnell () and McCarthy, Lambert, Crowe, and McCarthy () found that high school teachers reporting an intention to leave their current job for professional reasons, as opposed to personal ones, also reported higher demands in the classroom, fewer resources provided by schools, and higher levels of occupational stress. However, it is only the latter study that focused on vocational concerns, and it was conducted with high school teachers.…”

Section: Stress As a Source Of Vocational Concern For Teachersmentioning

confidence: 99%

Vocational Concerns of Elementary Teachers: Stress, Job Satisfaction, and Occupational Commitment

McCarthy

Lambert

Reiser

2014

Journal of Employment Couns

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This study examines the vocational concerns of 185 elementary teachers. Participants were classified based on their perceptions of the magnitude of their classroom demands and resources. These groupings were then examined for differences in teachers' personal coping resources, job satisfaction, and occupational commitment. Results indicated that teachers classified as perceiving high classroom demand vis-à-vis classroom resources reported lower personal coping resources, less job satisfaction, and more plans to leave their current job.Keywords: vocational concerns, teachers, job satisfaction, stress, coping Employment counselors can play an important role in helping teachers understand the effect of stress on their vocational concerns. According to a 2012 Met Life survey (Metlife, 2012), "Teacher satisfaction has declined to its lowest point in 25 years" (p. 45), with only 39% reporting themselves as very satisfied. At the same time, polling data from the 2012 Gallup-Healthways Well-Being Index found that teachers ranked second only to physicians in occupational well-being (Gallup, 2013). These two surveys are not necessarily at odds; whereas the MetLife survey found a decrease in teacher satisfaction overall, it was found that 43% were "somewhat" satisfied, and only 17% were somewhat or very dissatisfied. Workplace stress may be one differentiator of teachers' job satisfaction and well-being: the 2012 Gallup-Healthways Well-Being Index found that teachers were second only to physicians in reporting having felt stress at work, and the Metlife survey found that 51% of teachers felt under great stress at least several days per week. Interestingly, elementary school teachers were found to be more likely than middle or high school teachers to report high stress (59% vs 44% vs 42%). It seems clear that, although stress is prevalent for teachers, it is not universal, nor does it always cause vocational concerns. Kyriacou and Sutcliffe (1977) were among the first to provide a definition of teacher stress, describing it as a state of negative affect experienced by a teacher as a result of negative perceptions of the classroom environment. Transactional theories (Lazarus

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“…For example, Byrne (1991) found that student attitudes and behaviors represented the second highest factor (after time constraints) contributing to the stress of secondary teachers. Experiencing workplace stress can lead to significant problems for the teacher; the experience of school stress is associated with burnout (McCarthy, Lambert, O'Donnell, & Melendres, 2009) and plans to leave the teaching profession (McCarthy, Lambert, Crowe, & McCarthy, 2010). As such, school psychologists working with teachers to respond effectively to bullying would ideally consider how teachers tend to cope with stressors.…”

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confidence: 99%

Preservice teachers' coping styles and their responses to bullying

Kahn

Jones

Wieland

2012

Psychology in the Schools

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The literature suggests that teacher responses to bullying are a function of the type of aggression (overt vs. relational), the gender of the children involved, and characteristics of the teacher. We extended the literature by examining teachers' dispositional coping styles as a predictor of their responses to bullying. Preservice teachers (N = 97) completed a measure of coping styles and then responded to eight vignettes showing overt or relational aggression occurring among boys or girls. Overt aggression was viewed as a bigger problem than relational aggression, and teacher interventions were deemed more necessary for overt than relational aggression. Preservice teachers who typically use more active coping, less denial coping, and less self‐blame responded more actively to bullying, especially in response to relational aggression among boys. These findings point to the need to consider teacher coping styles when working with them to intervene effectively in responding to bullying. © 2012 Wiley Periodicals, Inc.

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Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field

Cited by 40 publications

References 22 publications

Major Depressive Disorder and Public School Teachers: Evaluating Occupational and Health Predictors and Outcomes

Major Depressive Disorder and Public School Teachers: Evaluating Occupational and Health Predictors and Outcomes

Vocational Concerns of Elementary Teachers: Stress, Job Satisfaction, and Occupational Commitment

Preservice teachers' coping styles and their responses to bullying

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