Teacher Stress: What It Is, Why It's Important, How It Can be Alleviated

Prilleltensky, Isaac; Neff, Marilyn; Bessell, Ann G.

doi:10.1080/00405841.2016.1148986

Cited by 105 publications

(102 citation statements)

References 24 publications

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“…Psychosocial stressors have been affecting the health of teachers and making them vulnerable to Burnout (Khosla, 2013). The main stressors pointed in the literature are the students' lack of interest and indiscipline (Skaalvik & Skaalvik, 2017); lack of structure; lack of dialogue, and authoritarianism by both the coordination and the direction of the school; Disempowering policies and practices; individualism and competition among coworkers, and low wages (Costa & Rocha, 2013;Prilleltensky, Neff, & Bessell, 2016). Very often the current school reality makes teachers obliged to provide in poor conditions, a social assistance that goes beyond those related to education (Maranda, Viviers, & Deslauriers, 2014).…”

Section: Burnout Syndrome In Teachersmentioning

confidence: 99%

Prevalence and predictors of Burnout Syndrome among public elementary school teachers

Carlotto¹,

Câmara²

2019

Análise Psicológica

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Burnout é um fenómeno psicossocial, expressão de várias crises e desorientação na sociedade, o que tem submetido muitos setores laborais a grande tensão ao longo dos anos. A profissão docente está exposta, no contexto laboral atual, a uma grande quantidade de fatores de estresse psicossocial que, se persistentes, podem levar ao Burnout. O objetivo desse estudo transversal foi identificar a prevalência e os preditores da Síndrome de Burnout (SB) em uma amostra aleatória de 679 professores brasileiros de 37 escolas públicas de ensino básico. Os instrumentos foram o Spanish Burnout Inventory, a Bateria de Riscos Psicossociais e um questionário com variáveis sociodemográficas e laborais. Foi identificada uma prevalência de 7,5% para o Perfil 1 de SB e 18,3% para o Perfil 2 de SB. Os resultados indicaram como preditores das dimensões de Burnout as variáveis autonomia, conflito de papel, ambiguidade de papel, sobrecarga, suporte social e conflitos interpessoais. Os resultados demonstram modelos preditores das dimensões de Burnout compostos de riscos psicossociais derivados do tipo de atividade e dos riscos interpessoais, destacando as variáveis suporte social e sobrecarga, presentes em todas as dimensões. São apresentadas sugestões para estudos futuros e implicações para a prática.

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Section: Burnout Syndrome In Teachersmentioning

confidence: 99%

Prevalence and predictors of Burnout Syndrome among public elementary school teachers

Carlotto¹,

Câmara²

2019

Análise Psicológica

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“…Occupational burnout refers to significantly diminished job performance due to employee emotional and physical depletion (Maslach, Schaufeli, & Leiter, ). Occupational stress refers to negative affect arising from difficulty or inability to cope with environmental demands (Lazarus & Folkman, ; Prilleltensky, Neff, & Bessell, ). Burnout among teachers is important to research as burnout impacts the provision of effective instruction.…”

Section: Introductionmentioning

confidence: 99%

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Huk

Terjesen

Cherkasova

2019

Psychology in the Schools

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Irrational beliefs have been linked to negative unhealthy emotions that can contribute to occupational burnout. Maladaptive cognitive schemas, such as irrational beliefs, are theorized to interfere with an appraisal of the perceived balance of resources and demands. The aim of the current study is to investigate the extent to which irrational beliefs account for occupational burnout among high school teachers when considering school resources, job demands, and teacher characteristics. A sample of 79 high school teachers, primarily from New York and New Jersey, completed self‐report questionnaires measuring burnout, the perception of school demands and availability of resources, and irrational beliefs. Among school‐based characteristics, correlational analyses indicated that burnout was positively related to school demands (i.e., student disrespect and student lack of attentiveness) and negatively related to school resources (i.e., support from the administration and colleagues), supporting previous research findings. Among teacher characteristics, burnout was negatively related to self‐efficacy and positively related to irrational beliefs. Results from regression analyses indicated that, whereas irrational beliefs were predictive of teacher burnout, they did not moderate the relationship between demands and burnout. Implications, limitations, and directions for future directions for research are discussed.

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“…In the view of stress experienced in school conditions we have to make appeal to the fact that in many cases it can develop into socio-pathological phenomena and improper manifestation of behaviour, inform (Özberk, Dağli, Altinay and Altinay, 2017). Secondary school students most frequently experience bullying, aggressive behaviour, alcohol, smoking, drugs, contemporary phenomenon of bullying and cyber-bullying, add (Prilleltensky, Neff and Bessell, 2016). Important part of quality of student's life at school is positive experiencing of interactions in class on the level teacher-student, student-student and student-group.…”

Section: Stressors Of High School Studentsmentioning

confidence: 99%

Stress Effect Factors and Socio-Pathological Phenomena in Teaching and Learning Environment

2019

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Stress represents an inner human state in a positive or negative sense that can be considered a threat. From the researchers conducted in the Czech and Slovak Republic, it can be shown that adequate stress has a significant effect on brain activity. Stress in teaching and learning environment leads to the emergence and development of socio-pathological phenomena. Contributors focus on social, emotional and behaviour stress factors in pupils/students with an impact on the occurrence of socio-pathological phenomena and risk behaviours in the educational process. The main methods of realization of the empirical research were the questionnaire survey, the own structure of the contribution authors, the experiment method, the statistical method of the F-test of equivalence and the t-test with uneven dispersion. The authors of the paper further analysed the statements of teachers who reported the most frequent preferences of stress factors in students.

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Teacher Stress: What It Is, Why It's Important, How It Can be Alleviated

Cited by 105 publications

References 24 publications

Prevalence and predictors of Burnout Syndrome among public elementary school teachers

Prevalence and predictors of Burnout Syndrome among public elementary school teachers

Predicting teacher burnout as a function of school characteristics and irrational beliefs

Stress Effect Factors and Socio-Pathological Phenomena in Teaching and Learning Environment

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