Relationships between Teachers' Occupational Stress and Their Burnout and Distress: Roles of Coping and Negative Mood Regulation Expectancies

By J. Mearns, J. Cain. 2003

299 citations recorded by the source corpus.

Subfields: General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/23ab965aa6598858ba151fc9bcf3f6ce6cb57ffe

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In General Health Professions

In Social Psychology

Citations in the corpus

Occupational Stress and Professional Burnout in Teachers of Primary and Secondary Education: The Role of Coping Strategies (2013, background): “The most important of these factors are: business requirements, many different activities within the school environment, lack of professional recognition, discipline problems in the classroom, bureaucracy, lack of support, workload, time pressure, lack of benefits (Mearns & Chain, 2003).”
Burnout, Job Satisfaction and Instructional Assignment‐related Sources of Stress in Greek Special Education Teachers (2008, background): “…and their consequences include environmental and contextual elements (Byrne, 1998; Borg & Riding, 1991a; Maslach, Jackson, & Leiter, 1996), as well as demographic (Borg & Riding, 1991b; Chaplain, 1995) and personality characteristics of the teachers (Kokkinos, 2006; Mearns & Cain, 2003).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “suppression of emotion or disengagement from stressful situations) tend to report higher levels of stress or burnout (Chang 2009; Griffith et al. 1999; Mearns and Cain 2003).”
Cognitive appraisal as a mediator in the relationship between stress and burnout (2013, background): “In the case of coping potential, differences in how people cope with work demands affect the outcomes of the stress experience (Mearns & Cain, 2003), with the assumption that more coping resources mitigate the strain produced by work stressors (Pithers, 1995).”
An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties (2009, background): “In addition, because teaching is recognised as a stressful activity (Mearns & Cain, 2003 ; Pithers, 1995 ), the application of coping and optimism frameworks from health psychology may be useful in allowing us to examine the cognitive and behavioural processes teachers bring into play in coping wi”
Trait Emotional Intelligence of Greek Special Education Teachers in Relation to Burnout and Job Satisfaction (2010, background): “Introduction The intensity and the sources of teachers’ job-related stress is a subject of growing interest in different educational settings (Chan, 2006; Mearns and Cain, 2003; Platsidou and agaliotis, 2008).”
Mindfulness and Teachers’ Coping in the Classroom: A Developmental Model of Teacher Stress, Coping, and Everyday Resilience (2016, background): “The consequences of chronic occupational stress can be seen in teachers’ mental and Mindfulness and Teachers’ Everyday Resilience 4 physical health and well-being (Litt & Turk, 1985; Mearns & Cain, 2003).”
Crossover of burnout: An experimental design (2007, background): “As respondents were teachers, it is conceivable that they themselves had experienced high levels of distress or burnout in the past (Cooper & Kelly, 1993; Friedman, 1991; Mearns & Cain, 2003).”