Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent

Ryan, Shannon V.; Embse, Nathaniel P. von der; Pendergast, Laura L.; Saeki, Elina; Segool, Natasha K.; Schwing, Shelby

doi:10.1016/j.tate.2017.03.016

Cited by 251 publications

(192 citation statements)

References 40 publications

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“…Burnout has been linked to deleterious consequences for teachers across numerous studies, including absenteeism and even attrition from the profession (Betoret, ; Darling‐Hammond, ; Sass, Seal, & Martin, ). Schools with a high amount of absenteeism or burnout may experience chronic understaffing, and thereby, a loss of high‐quality instruction for students (Ryan et al, ). Teacher turnover leads to a loss of financial and occupational resources for school administrators (Darling‐Hammond, ).…”

Section: Consequences Of Teacher Stressmentioning

confidence: 99%

“…There is a wide variety in the approaches used to alleviate stress and promote wellness in teachers. Teacher stress has been linked to a variety of negative outcomes for both teachers (e.g., increased likelihood of burnout; Ryan et al, ) as well as students (e.g., lowered teacher accuracy in detecting student behavioral health problems, lower school climate; Collie et al, ; Grayson & Alvarez, ). While an eclectic approach to stress interventions can promote diversity of options for school administrators researching interventions, there lacks a synthesis of intervention effectiveness in the domain of teacher stress.…”

Section: The Present Studymentioning

confidence: 99%

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Teacher stress interventions: A systematic review

Embse

Ryan

Gibbs

et al. 2019

Psychology in the Schools

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124

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Due to the increased pressure from test‐based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing these negative outcomes. Although there have been several recent intervention studies in the domain of teacher stress, there has been no systematic review to compare the type and effectiveness of teacher stress interventions. Included within this review are interventions from a variety of modalities such as knowledge‐based, behavioral, cognitive‐behavioral, and mindfulness approaches. Results indicated that the most effective interventions were in the mindfulness, behavioral, and cognitive‐behavioral domains. Interventions which delivered solely informational content were among the least effective.

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Section: Consequences Of Teacher Stressmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Teacher stress interventions: A systematic review

Embse

Ryan

Gibbs

et al. 2019

Psychology in the Schools

Self Cite

124

View full text Add to dashboard Cite

show abstract

“…In conclusion, we suggest that stress intervention is necessary at both the organizational and the individual level (i.e., building up organizational resources such as social support and reducing the overall amount of hindrance stress on the organizational level, thereby supporting the building up of resources on the personal level; e.g., Le Fevre, Kolt, & Matheny, 2006) so that teachers will be able to reduce the detrimental effects of stressors, particularly those that arise from the external system. Evidence supporting this claim comes from Ryan et al (2017) as well as Wang et al (2015). They showed that strengthening teachers' efficacy is an important component of helping educators cope with the stressors brought forth by test-based accountability policies.…”

Section: Implications For Theory and Practicementioning

confidence: 99%

“…Second, hindrance stress was highest and also the most significant predictor of psychophysiological symptoms, if it resulted from sociopolitical pressure. And even if sociopolitical pressure evoked challenge stress, this challenge stress exerted some negative effects, providing further evidence that for teachers, stressors arising from the external system (e.g., reforms or lack of appreciation; McCormick et al, 2006) pose a particularly high risk for negative health outcomes (Ryan et al, 2017;Von der Embse, Sandilos, Pendergast, & Manin, 2016a;Von der Embse, Schoemann, Kilgus, Wicoff, & Bowler, 2016b). Unfortunately, teachers themselves do not have much control over stressors arising from the external system.…”

Section: Implications For Theory and Practicementioning

confidence: 99%

Challenge and hindrance stress among schoolteachers

Stiglbauer

Zuber

2018

Psychology in the Schools

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The challenge–hindrance stress framework argues that certain job stressors have entirely detrimental effects (hindrance stress), but some may also have beneficial effects (challenge stress). Though the challenge–hindrance framework has largely been neglected in teacher stress research, we adopted it to provide a more differentiated view of the most prominent stressors in the teaching profession. We asked a sample of 528 secondary schoolteachers to report the extent to which they perceived occupation‐specific stressors as motivating (challenge stress) and burdening (hindrance stress). Most stressors (those associated with sociopolitical pressure, students’ misbehavior, and lack of resources) were seen as a hindrance rather than a challenge. Only stressors associated with expanded job scope seem to have had more challenge than hindrance potential. Teachers’ hindrance (but not challenge) stress in turn was a strong predictor of psychophysiological symptoms. Importantly, hindrance stress was highest and also the most significant predictor of psychophysiological symptoms if it arose from sociopolitical pressure. In sum, the results indicate that the challenge–hindrance framework might serve as a useful theoretical background in the field of teacher stress research and could offer another explanation for the poor health reported by this occupational group.

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“…During their initial years, teachers have to adapt and make sense of the specific school(s) context and culture where they start their careers, learn how to navigate the traditions and particular 'staffroom politics' and to negotiate divergent views about the most appropriate teaching methodology. Further, they have to learn quickly how to manage conflicts between personal perceptions and public expectations, or how to make sense of the idiosyncratic practices derived from experience used by their colleagues (Schatz-Oppenheimer and Dvir, 2014 [4]; White and Moss, 2003[5]; Rots, Kelchtermans and Aelterman, 2012 [6]).…”

Section: Introductionmentioning

confidence: 99%