Measuring elementary teacher stress and coping in the classroom: Validity evidence for the Classroom Appraisal of Resources and Demands

Abstract

The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally specific nature of teacher stress. This study attempted to examine whether the CARD can provide reliable and valid information that addresses the call by experts in the field of teacher stress research for measures that consider each teacher's specific occupational circumstances. Specifically, the factor structure of the CARD was supported empirically. Further evidence was offered for the construct and concurrent validity by correlations between CARD scales scores and other measures theoretically relevant to teacher well-being: general health, teacher efficacy, self-critical attitudes, and burnout symptoms. C 2009 Wiley Periodicals, Inc.

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

“…Confirming in the main our predictions, the teachers experienced a variation of intensity of emotions at their school, underlying the high importance of their professional role in their self-identity, since under high ego involvement conditions individuals feel such emotional pattern (Frijda, 2009;Lambert et al, 2009;Roseman & Smith, 2001;Stephanou, 2011;Stephanou et al, 2011;Stephanou & Tsapakidou, 2007a;Sutton & Wheatley, 2003;Weiner, 2001Weiner, , 2005. The teachers' distinct professional role in their whole life was also supported by the nature of the reported emotions, based on Seligman's (2002) view of classification of emotions.…”

“…Steps R self-task (anxiety)-and other (irritation, nervousness)-related negative emotions than the rest of the emotions, indicating the determinant role of the significant others, such as school administration, students and colleagues in their well being (see Buss & Hughes, 2007;Frenzel et al, 2009;Lambert et al, 2009;McCormick & Barnett, 2011;Parrrott, 2003;Schutz, Hong, Cross, & Osbon, 2006;Summers & Davis, 2006;Yoon, 2002). It should mentioned that high anxiety can impairs task relevant processing, such as solving the various problems that occur every day in school (Ashcraft & Kirk, 2001;Schutz & DeCuir, 2002).…”

“…Teachers may experience the whole spectrum of emotions across the various situations relevant to their professional role; therefore, emotions should be examined in any comprehensive discussion of teachers' motivation and behaviour (Astleitner, 2000;Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009;Hargreaves, 2000;Lambert, Mccarthy, O'Donnell, & Wang, 2009;Stephanou & Mastora, submitted;Sutton & Wheatley, 2003). Teachers may experience satisfaction, pride, enthusiasm, happiness and enjoyment for their good teaching, respectful relationships with their colleagues, warm school climate, and students' academic progress.…”

Estresse e enfrentamento em professores: uma análise da literatura

“…Lhospital e Gregory (2009) constataram que, quando o professor auxilia na resolução das dificuldades do aluno, seu senso de eficácia aumenta, protegendo-o do estresse. Em contrapartida, os problemas emocionais de alunos podem enfraquecer o senso de eficácia docente e levar a uma atitude mais crítica do professor em relação às suas próprias habilidades (LAMBERT et al, 2009). Deve-se considerar também a possibilidade de associação entre o maior estresse percebido e a menor despersonalização, sugerindo que o professor mais sensível e atento às dificuldades do estudante está mais propenso ao estresse (LAUGAA; RASCLE; BRUCHON-SCHWEITZER, 2008).…”

“…Ainda sobre essa temática, percebeu-se que, quanto maior o estresse e burnout, há menos criação de ambientes sociais positivos para as crianças. Com isso, há mais modelos para comportamentos sociais negativos, principalmente em casos de exaustão emocional e de percepção do aluno como objeto, em vez de sujeito em desenvolvimento (LAMBERT et al, 2009). A dificuldade na interação com alunos pode surgir pelo fato de os professores não terem oportunidades de aprender estratégias para lidar com o estresse ou para se preparar para a profissão (BALOGLU, 2008).…”