A Meta‐analysis for Exploring the Diverse Causes and Effects of Stress in Teachers

By C. Montgomery, Andre A. Rupp. 2005

709 citations recorded by the source corpus.

This study provides a correlational meta ‐ analysis of 65 independently written or published studies on teacher stress between 1998 and 2003. We measured the relationships between teacher stress and numerous other constructs including coping, burnout, emotional responses, personality mediators, personal support, environmental structure, and background characteristics. A theoretical ‐ empirical model of construct relationships investigated across studies was developed and n = 2,527 correlational effect sizes were used to estimate the empirical relationships between the operationalized theoretical constructs. Results showed that the strongest association of teacher stressors exists with negatively oriented emotional responses confirming the central role of teachers’ coping mechanisms, personality mediators, and burnout potential according to our model of the stress cycle. Key words: stress, coping, teacher burn ‐ out, teacher emotional response Cette recherche fournit une meta ‐ analyse correlationnelle de 65 etudes, redigees ou publiees entre 1998 et 2003, sur le stress chez les enseignants. Les auteurs ont mesure les relations entre le stress des enseignants et de nombreux autres construits, dont l’adaptation au stress, l’epuisement professionnel, les reactions emotionnelles, les personality mediators, le soutien personnel, la structure du milieu et les antecedents. Un modele theorico ‐ empirique des relations entre les construits a ete elabore et des valeurs d’effets correlationnels de n = 2527 ont ete utilisees pour determiner les relations empiriques entre les construits theoriques operationalises. Les resultats demontrent que, pour les facteurs de stress chez les enseignants, l’association la plus importante se trouve du cote des reactions emotionnelles negatives, ce qui confirme le role cle des mecanismes d’adaptation au stress des enseignants, des personality mediators et du potentiel d’epuisement professionnel selon le modele du cycle du stress qui a ete utilise. Mots cles : stress, adaptation au stress, meta ‐ analyse, enseignants.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e338397f4b554a2609376f6929386273a315241f

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Citations in the corpus

A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers (2011, background): “Teaching has been identified as a particularly stressful occupation (Chaplain, 2008; Montgomery & Rupp, 2005).”
Teachers—The Vital Resource (2013, background): “…and burnout, which are reflected in emotional stress and poor personal emotional self-regulation (two central components of low EI), are considered a primary reason for teacher dissatisfaction and ultimately the decision to leave the profession (Darling-Hammond, 2001; Montgomery & Rupp, 2005).”
The wellbeing of language teachers in the private sector: An ecological perspective (2020, background): “Keywords ecological, private sector, psychology, teachers, wellbeing I Introduction Teacher burnout and attrition rates are at record highs across the globe (Borman & Dowling, 2008; Montgomery & Rupp, 2005).”
A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being (2016, background): “Evidence suggests that stress among teachers is often associated with turnover and absenteeism from work, which are believed to be rising with the increasing demands and pressure placed upon teachers (Aud et al. 2011; Montgomery and Rupp 2005).”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “…behaviour and class management problems may distort teachers’ appraisals of their self-efficacy and perceived support and increases the level of job-related stress and negative emotions (Brouwers & Tomic, 2000; Chang, 2009; Friedman, 2003; Montgomery & Rupp, 2005; Skaalvik & Skaalvik, 2007).”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “Teachers experience stress due to conflict or high demands from their students, colleagues, workload, environment, or personal life (Lambert et al., 2015; Montgomery & Rupp, 2005).”
Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students (2012, background): “Surveys indicate that K-12 teachers report experiencing a moderate to high level of stress, and ample evidence documents the causes and consequences of stress in teaching (Montgomery and Rupp 2005).”
Positive affectivity predicts successful and unsuccessful adaptation to stress (2013, background): “…such as excessive workload, changes in curriculum, disruptive students, lack of support from parents and the administration, conflicts with colleagues, increasingly strict standards of accountability, and performance evaluations (Kyriacou 2001; Manthei et al. 1996; Montgomery and Rupp 2005).”
The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “Difficulties in managing negative emotions and general professional stress are frequently cited as one of the primary factors contributing to teacher attrition (Darling-Hammond 2001; Montgomery and Rupp 2005).”