Stress and Burnout in Rural and Urban Secondary School Teachers

Subjective Health Complaints of Teachers From Primary and Secondary Schools in Hong Kong

“…As a result, teachers may suffer mental and physical health problems due to the variety of job functions and frequent overtime work [4,5]. Many overseas studies showed that teachers were subjected to heavy occupational stress that could adversely affect their mental health status [5,6,7,8]. In addition to occupational stress, teachers, in the course of their careers, faced physical health problems that were caused or worsened by their jobs as well as past work [9].…”

Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach

“…These international concerns have been evidenced by research works conducted in China (e.g., Chan, 1998Chan, , 2002, Germany (e.g., Van Dick & Wagner, 2001; Van-Der-Doef & Maes, 2002), the Netherlands (e.g., Brouwers, Evers, & Tomic, 2001;Evers., Brouwers, & Tomic, 2002), the UK (e.g., Hastings, & Bham, 2003;Moriarty, Edmonds, Blatchford & Martin, C., 2001), the USA (e.g., Abel, & Sewell 1999;Brewer & Mahan, 2003, Dworkin, Saha, & Hill 2003, Australia (e.g., Dorman, 2003), Israel (e.g., Friedman, 2003), and Spain (e.g., Calvete & Villa, 1999;Doménech-Betoret, 2006;Flores & Fernandez-Castro, 2004).…”

Development and evaluation of psychometric properties of an inventory of teachers' perceptions on socio-emotional needs

“…Students from rural schools present more internalizing problems and students from urban schools tend to present more externalization problems (e.g., Hope & Bieman, 1999). Urban school teachers tend to present higher levels of stress and burnout as a result of the demands and efforts that students' problematic behaviors represent (Abel & Sewell, 1999), which may be understood to the dynamics between school and context characteristics and teachers individual characteristics (personality, perceptions) which result in several outcomes, such as teacher stress and burnout (CanoGarcia, Padilla-Munoz, & Carrasco-Ortiz, 2005). Teachers consider they have more needs at the school / teachers conditions for the promotion of socio-emotional skills, followed by difficulties in integrating the promotion of social and emotional skills in the daily teaching/learning process, followed by Difficulties in coping with students' socio-emotional affecting students academic outcomes.…”