Examining teacher stress-vulnerability in the US secondary school context

Understanding how teachers appraise their environments for potential demands and resources can inform education stakeholders interested in mitigating vocational stress. Using data from the United States National Center for Education Statistics Schools and Staffing Survey, the current study examined...

Full description

Saved in:
Bibliographic Details
Published inEducational review (Birmingham) Vol. 73; no. 2; pp. 170 - 193
Main Authors Fitchett, Paul Graven, McCarthy, Christopher J, Lambert, Richard G., Eyal, Maytal, Playfair, Emily C, Dillard, Jendayi B
Format Journal Article
LanguageEnglish
Published Birmingham Routledge 04.03.2021
Taylor & Francis Ltd
Subjects
appraisal
Averages
Classrooms
Education
Fatigue
Fatigue (Biology)
Learning environment
Occupational commitment
Occupational stress
out-of-field teaching
Schools
Secondary education
Secondary School Teachers
Secondary schools
Staffing
Statistics
stress
Susceptibility
Teacher Burnout
Teacher stress
Teachers
Teaching
Vulnerability
working conditions
Workplaces
United States > US
Online AccessGet full text
ISSN0013-1911
1465-3397
DOI10.1080/00131911.2019.1619521

Cover

More Information
Summary:Understanding how teachers appraise their environments for potential demands and resources can inform education stakeholders interested in mitigating vocational stress. Using data from the United States National Center for Education Statistics Schools and Staffing Survey, the current study examined how secondary teachers' appraisals of their workplace environments correlated with their risk for stress, workplace fatigue, and occupational commitment to remain in teaching. Findings indicated that teachers who perceive greater classroom control were less vulnerable to occupational stress and other vocational concerns. Teachers working out of their subject area field were associated with higher susceptibility to workplace fatigue. Unique to the secondary education environment, results also found that schools with high concentrations of stress-vulnerable teachers were associated with higher levels of average workplace fatigue and lower levels of occupational commitment. The results of this study suggest that "upstream" interventions, aimed at addressing systemic issues within schools, might ameliorate the risk for stress among secondary school teachers.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2019.1619521