Teacher stress: Examining a model based on context, workload, and satisfaction

Smith, Max; Bourke, Sid

doi:10.1016/0742-051x(92)90038-5

Cited by 93 publications

(64 citation statements)

References 13 publications

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“…In addition, work situations can be perceived as more demanding in stressful situations; a relation has, for example, been found between perceived workload and the aspects of stress levels, fatigue (MacDonald, 2003), and work-related stress (Smith & Bourke, 1992). An explanation for this could be that employees in stressful situations perceive that their regular workload is greater.…”

Section: Workloadmentioning

confidence: 99%

Job Insecurity and Its Consequences: Investigating Moderators, Mediators and Gender

Richter¹

2011

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This thesis has aimed at increasing our understanding of the relations between job insecurity and its consequences by addressing several specific research aims. The first research aim focused on increasing the range of job insecurity consequences by studying the relation between job insecurity and work-family conflict over time in order to investigate the directionality of their association, which was addressed in Study 3. It was found that job insecurity affected work-family conflict one year later, but only among men.The second research aim addressed mechanisms involved in the job insecurity-outcome relations. Factors that might make employees more vulnerable to, or buffer against the negative effects of job insecurity were studied. Coping with job insecurity was investigated as potential moderating factors in Study 1. The results showed that problem-focused coping did not function as a buffer, nor did devaluation coping and avoidance coping, the two types of emotion-focused coping studied. Avoidance coping was actually a vulnerability factor for men, and related to more negative reactions to job insecurity in terms of job satisfaction and mental health complaints. Two forms of job dependence were also investigated in Study 2 as potential moderating factors of the relations between job insecurity and its outcomes. It was found that the relative contribution to the household income functioned as a vulnerability factor for men. Higher levels of work centrality combined with either quantitative or qualitative job insecurity were related to higher levels of job satisfaction among women. As a final mechanism, workload was investigated as a mediating variable of the relation between job insecurity and its outcomes in Study 3. The results showed that workload linked job insecurity to work-family conflict one year later, but only for men.The third research aim of this thesis addressed gender, and differences between men and women were found in all three studies, where men overall seemed to suffer more from job insecurity. All in all, these results confirm previous results regarding the negative impact of job insecurity, but also provide information regarding important areas for future research to study, such as the further investigation of mechanisms as well as the role of gender.

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Section: Workloadmentioning

confidence: 99%

Job Insecurity and Its Consequences: Investigating Moderators, Mediators and Gender

Richter¹

2011

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“…Organizational and social pressures such as administration workload, classroom management issues, and lack of supervisor and team support have been extensively studied (Borg and Riding 1991;Burke and Greenglass 1995;Greenglass et al 1997;Kokkinos 2007;Smith and Bourke 1992). To date, however, the interpersonal relationships between teachers and students have been largely ignored as a factor of significance to teacher wellbeing (Friedman 2000;Kyriacou 2001).…”

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confidence: 99%

Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011

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Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher-student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.Keywords Teacher wellbeing . Teacher stress . Teacher-student relationships . Mental representations . Emotions . Behavior problems Insight in teacher wellbeing is important for several reasons. First of all, it adds to the understanding of teacher careers. Knowing factors that are of high concern to teachers is

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“…These ndings differ from those of studies of employees working with older people in facilities and in educational services for those with intellectual impairment in which employees mention high rates of job stress or even burnout on more than one domain (Buckhalt et al, 1990;Edwards & Mittenberger, 1991;Salo, 1995). The nding that job stress in this study is limited to one domain can be related to the characteristics of the group with whom the respondents work and the context in which the job takes place (Capel, 1991;Kelly & Berthelsen, 1995;Smith & Bourke, 1992). The client group here consists of young children who generally have no severe behaviour problems or great caregiving demands (Hendriks et al, 1997).…”

Section: Conclusion and Discussionmentioning

confidence: 86%

“…Job stress has been the focus of many studies in special education (see e.g., Jenkins & Calhoun, 1991;Kyriacou, 1987;Kelly & Berthelsen, 1995;Salo, 1995;Smith & Bourke, 1992;Strassmeier, 1992;Van Poppel & Kamphuis, 1996), in childcare (see e.g., Boyd & Kay Pasley, 1989;Kingsley & Cook-Hatala, 1988), and in services for those with intellectual impairment (see e.g., Buckhalt, Bearden, & Marchetti, 1990;Hatton & Emerson, 1993). The main sources of stress identi ed in these studies are lack of time, low salary, children's needs and behaviour, work overload, role con ict and role ambiguity, interpersonal relationships, lack of recognition, and lack of opportunities for personal advancement.…”

Section: Introductionmentioning

confidence: 99%