UK Teachers Under Stress: Can We Predict Wellness on the Basis of Characteristics of the Teaching Job?

By K. Griva, K. Joekes. 2003

100 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0923d26ffe887409b31ab22e285f3dcd822b7258

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In Social Psychology

Citations in the corpus

Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support (2011, unknown): “…print/ISSN 1469-5820 online 2011 Taylor & Francis http://dx.doi.org/10.1080/01443410.2011.608650 http://www.tandfonline.com Greenglass, 1995; Byrne, 1991; Griva & Joekes, 2003; Kyriacou, 2001; Pithers & Soden, 1998; Travers & Cooper, 1996; Unterbrink et al., 2007; van Dick & Wagner, 2001).”
Do social comparison and coping styles play a role in the development of burnout? Cross‐sectional and longitudinal findings (2006, unknown): “Indeed, the present research confirms that, if anything, a palliative coping style is associated with higher levels of stress, including burnout (e.g., Greenglass & Burke, 2000; Griva & Joekes 2003; Leiter, 1991; Olff, Brosschot & Godaert, 1993; Riolli & Savicki, 2003; Sears, Urizar, & Evans, 2000).”
The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context (2008, background): “Contrary to expectations, this observation supports similar findings by Griva and Joekes (2003) in a comparable area, who reported that job control or job security was not associated with teachers’ psychological well-being or physical health.”
Job tenure as a moderator of stressor–strain relations: A comparison of experienced and new-start teachers (2007, background): “Findings have been reported separately for teachers from several countries including Greece (Pomaki & Anagnostopoulou, 2003), Italy (Pisanti, Gagliardi, Razzino, & Bertini, 2003), Spain (Pascual et al., 2003), and the UK (Griva & Joekes, 2003).”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “…levels of psychological distress, disengagement, and depersonalization, and fewer somatic complaints and physical symptoms related to burnout (Chan, 1998; Griffith et al., 1999; Griva & Joekes, 2003; Innes & Kitto, 1989; Pascual et al., 2003; Pomaki & Anagnostopoulou, 2003; Rasku & Kinnunen, 2003).”
Teacher wellbeing: a review of the literature (2017, background): “…stress A plethora of studies have identified that teaching is one of the most stressful professions (Brown, 2012; De Nobile, 2016; Falecki, 2015; Griva & Joekes, 2003; Kelly & Colquhoun, 2003; Naghieh, Montgomery, Bonell, Thompson & Aber, 2015; Pisanti et al., 2003; Vazi et al., 2013; von der…”
Occupational Stress and Professional Burnout in Teachers of Primary and Secondary Education: The Role of Coping Strategies (2013, background): “A survey of Griva and Joekes (2003) showed that the use of problem-oriented strategies was associated with lower levels of depersonalization while high levels of meaning, problem-oriented strategies and environmental risk were associated with high levels of personal achievement.”
Job Satisfaction of Secondary School Teachers (2006, background): “Research by Griva and Joekes (2003) found older teachers to be more satisfied.”