The Role of Culture and Other Contextual Factors in Educator Stress

McCarthy, Christopher J.; Lineback, Sally; Fitchett, Paul G.; Lambert, Richard G.; Eyal, Maytal; Boyle, Lauren H.

doi:10.1007/978-3-319-53053-6_7

Cited by 14 publications

(12 citation statements)

References 84 publications

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“…Social support from colleagues may provide a stronger buffer against stress that other sources of support (e.g., friend and family) by increasing teachers' sense of belonging and commitment (e.g., Travers, 2017). Social support from coworkers (supervisor and peers) has been found to mitigate the experience of emotional exhaustion (e.g., Collie, Perry, & Martin, 2017;McCarthy et al, 2017) and enhance teachers' work engagement (e.g., Bakker, Demerouti, & Euwema, 2005). Support by colleagues helps teachers to feel energized and to relate more readily with others at school (e.g., Brouwers, Tomic, & Boluijt, 2011), contributing to a sense of community and relatedness (Klassen, Perry, & Frenzel, 2012).…”

Section: The School Staffroom As a Forum For Sharing Feelings Aboutmentioning

confidence: 99%

“…First, longitudinal studies are optimal for understanding how burnout and work engagement change over time. Moreover, contextual factors linked to, for example, leadership by the school principal, school climate and other process variables should be considered (e.g., McCarthy et al, ). Second, more detailed measures about both the quality and quantity of teachers’ relationships with other teachers should be used in future research to understand why teachers choose their close colleagues and what they find effective in their close colleagues’ support.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

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Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Fiorilli

Schneider

Buonomo

et al. 2019

Psychology in the Schools

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Italy had traditionally been considered a family‐oriented culture where support from relatives is primary. The major purpose of this study was to clarify the benefits of social support inside and outside the family for schoolteachers in Italy, focusing on the teacher burnout and work engagement. Findings indicated that the family was by far the most significant source of support. School colleagues who felt close to each other resembled each other in terms of burnout and work engagement. Difficult interactions with colleagues were associated with burnout more extensively at later stages of the teaching career; supervisor support was linked with burnout at an early stage.

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Section: The School Staffroom As a Forum For Sharing Feelings Aboutmentioning

confidence: 99%

Section: Limitations and Implicationsmentioning

confidence: 99%

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Fiorilli

Schneider

Buonomo

et al. 2019

Psychology in the Schools

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“…Results from both the AFT surveys and the Gallup poll suggest that accountability, highstakes testing, and other widespread reforms have changed the dynamic in many schools, and teachers partially attribute the spike in stress and dissatisfaction to those shifts. While the results from AFT require cautious interpretation -they have been critiqued for not being nationally representative and for serving a political aim -scholarly research also suggests education policies affect teacher autonomy, working conditions, and ultimately, teacher stress (Collie, Perry, & Martin, 2017;McCarthy et al, 2017). There is also some evidence that accountability policies affect retention -particularly those policies that affect teacher autonomy and place sanctions on lower-performing schools.…”

Section: Linking Policy and Working Conditionsmentioning

confidence: 99%

The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being

Farley

Chamberlain

2021

The New Educator

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Since 2015, several high-profile surveys have painted a grim portrait of teacher stress and job satisfaction. Although some educators have attributed those trends to educational accountability and reform, little evidence exists connecting education policies to teacher working conditions or -more distally -to the mental and physical health of educators. In this commentary article, we accentuate the deep connections between education policy, working conditions, teacher stress and satisfaction, and school climate and student experiences. We present promising results from a recent study published in the field of occupational health demonstrating that state-level education policies and reforms are associated with inadequate sleep among teachers. Ultimately, we advocate for three things: (a) expanded research on the interdependencies that exist between policies, working conditions, and teacher health; (b) policies that better engage educators in their design and implementation; and (c) new narratives around teaching -ones that highlight the joys of being in the classroom rather than the challenges."We ask teachers to be a combination of Albert Einstein, Mother Theresa, Martin Luther King Jr., and . . . Tony Soprano. We ask them to be Mom and Dad and impart tough love but also be a shoulder to lean on. And when they don't do these things, we blame them for not being saviors of the world. What is the effect? The effect has been teachers are incredibly stressed out."

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“…depression, psychosomatic symptoms and burnout) have mostly been studied. McCarthy et al (2017) pointed out that research about positive aspects of mental health has been neglected. For Keyes (2003), flourishing exemplifies mental health.…”

Section: Flourishing At Workmentioning

confidence: 99%

Stress, flourishing and intention to leave of teachers: Does coping type matter?

Marais-Opperman

Rothmann

Eeden

2021

SA Journal of Industrial Psychology

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Orientation: Teachers face a demanding work environment which might cause stress. Depending on teachers’ coping profile, distress might indirectly affect teachers’ intentions to resign from their jobs via their flourishing.Research purpose: This study aimed to investigate the associations between teachers’ perceived stress, flourishing at work, intention to leave their jobs and coping types.Motivation for the study: The effect of stress on flourishing at work has not been studied in relation to teachers’ intentions to leave. Furthermore, no person-centred studies on coping of teachers in relation to their well-being and retention were found.Research approach/design and method: A sample of teachers (n = 209) participated in a cross-sectional study. The Perceived Stress Scale, Brief Coping Orientation to Problems Experienced (COPE) Inventory, Flourishing-at-Work Scale – Short Form and Intention to Leave Scale were administered. Latent variable modelling was used to analyse the data.Main findings: Flourishing at work was positively associated with perceived positive stress and low perceived distress. Perceived distress impacted teachers’ intentions to leave directly and indirectly (via low flourishing). Perceived positive stress indirectly and negatively impacted teachers’ intentions to leave via flourishing. Person-centred analyses identified three types of copers that were associated with perceived positive stress and distress.Practical/managerial implications: It is essential to focus on teachers’ stress, coping type and flourishing to promote their retention.Contribution/value-add: This study provided insights regarding the associations between teachers’ perceived stress, flourishing at work and intention to leave their jobs. Moreover, it showed that coping types are associated with the perceived stress of teachers.

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The Role of Culture and Other Contextual Factors in Educator Stress

Cited by 14 publications

References 84 publications

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

Family and nonfamily support in relation to burnout and work engagement among Italian teachers

The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being

Stress, flourishing and intention to leave of teachers: Does coping type matter?

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