You are not alone: colleague support and goal-oriented cooperation as resources to reduce teachers’ stress

Wolgast, Anett; Fischer, Natalie

doi:10.1007/s11218-017-9366-1

Cited by 55 publications

(42 citation statements)

References 31 publications

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“…Although the central role played by social interaction in teacher wellbeing has been recognized (e.g., Hakanen et al 2006;Volgast and Fischer 2016), the complexity and dynamics of the social working environments provided by the school have not been considered to the same extent in studies on teacher burnout (Devos et al 2012;Parker et al 2012) which is shown in the frequent use of decontextualized burnout measures. In order to catch the socially embedded nature of teachers' work, the measures used to explore teacher burnout should consider the social working environments provided by the school.…”

Section: Teachers' Socio-contextual Burnoutmentioning

confidence: 99%

Teacher burnout profiles and proactive strategies

et al. 2020

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Teacher burnout has been identified as a significant occupational hazard. However, our understanding about individual variations in burnout risk among in-service teachers is still less than sufficient. This study explored socio-contextual burnout risk profiles and their association with the reported use of proactive strategies among in-service teachers by using a person-oriented approach. The survey data were collected from 2310 Finnish in-service primary and lower secondary school teachers using a probability sampling method. In the latent profile analysis, five socio-contextual burnout profiles were identified. The profiles differed from each other in terms of burnout symptoms and proactive strategy use. Results suggested that there is individual variation in teachers' risk of burnout. In addition, the results imply that well-developed proactive strategies, both in terms of self-and co-regulative strategies, are related to lower risk of experiencing sociocontextual burnout. The utilization of strong co-regulative strategies was related to lower risk of experiencing exhaustion and inadequacy during teacher-pupil interactions. However, strong self-regulation combined with low levels of co-regulation was related to an increased risk of experiencing cynicism. This implies that learning proactive strategies may be useful in preventing teacher burnout.

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Section: Teachers' Socio-contextual Burnoutmentioning

confidence: 99%

Teacher burnout profiles and proactive strategies

et al. 2020

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“…In an early study with four case schools in Australia, Johnson (2003) found that most teachers held positive attitudes towards professional collaboration, because it provided teachers with opportunities to learn from each other. With longitudinal data from German teachers, Wolgast and Fischer (2017) showed that frequent cooperation in teaching reduced teacher stress in later years, and this relationship was mediated by enhanced colleague support. Using TIMSS data, Reeves, Pun and Chung (2017) examined the effect of different collaborative practices on job satisfaction and confirmed that frequently visiting another classroom was significantly associated with higher job satisfaction.…”

Section: Professional Development and Collaborationmentioning

confidence: 97%

Teacher Job Satisfaction in High-Performing Systems: A Multi-Level Study of Teacher, Classroom, and School Factors Using TALIS 2013 Surveys

Tang

Wang²,

Liu

et al. 2020

APJER

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Teacher job satisfaction plays a key role in influencing a quality teaching workforce and student success. This article presented an analytical framework comprising teacher, classroom and school factors, and tested it by applying a three-level modeling technique with data drawn from 11 high-performing systems that participated in Teaching and Learning International Survey (TALIS) 2013. The quantitative results show that: (1) at the

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“…In this way, colleagues' support will encourage employees to cooperate to develop new and creative ideas-something that would not happen if there exist competitive attitudes, tension, and less verbal communication among colleagues at the workplace [27,28].…”

Section: Colleagues' Supportmentioning

confidence: 99%

How Does Positive Work-Related Stress Affect the Degree of Innovation Development?

Albort-Morant

Ariza-Montes

Leal-Rodríguez

et al. 2020

IJERPH

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Many studies sustain that work-related stress exerts pervasive consequences on the employees’ levels of performance, productivity, and wellbeing. However, it remains unclear whether certain levels of stress might lead to positive outcomes regarding employees’ innovativeness. Hence, this paper examines how the five dimensions of work-related stress impact on the employees’ levels of innovation performance. To this aim, this study focused on a sample of 1487 employees from six Italian companies. To test the research hypotheses under assessment, we relied on the use of the partial least squares (PLS) technique. Our results reveal that, in summary, the stressors job autonomy, job demands, and role ambiguity exert a positive and significant impact on the employees’ levels of innovativeness. However, this study failed to find evidence that the supervisors’ support–innovation and colleagues’ support–innovation links are not statistically significant.

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You are not alone: colleague support and goal-oriented cooperation as resources to reduce teachers’ stress

Cited by 55 publications

References 31 publications

Teacher burnout profiles and proactive strategies

Teacher burnout profiles and proactive strategies

Teacher Job Satisfaction in High-Performing Systems: A Multi-Level Study of Teacher, Classroom, and School Factors Using TALIS 2013 Surveys

How Does Positive Work-Related Stress Affect the Degree of Innovation Development?

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