Stress and psychological distress among trainee secondary teachers in England

By R. Chaplain. 2008

398 citations recorded by the source corpus.

Subfields: Education, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ec213cb8dd2d2df7d2e32d7c1ba2d1ac33c5005f

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Citations in the corpus

Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction (2020, background): “Because teaching has been widely accepted as a stressful occupation (Chaplain, 2008), studies of teacher well-being have often investigated the influence of CONTACT Junju Wang wangjunju@sdu.edu.cn 2019 Informa UK Limited, trading as Taylor & Francis Group job stress on teachers’ work-related states…”
Teacher Stress: The Mediating Role of Collective Efficacy Beliefs (2010, background): “…Borg, Falzon, & Baglioni (1995) noted, “workload and student misbehavior are the two major contributors to teacher stress” (p. 62), and other researchers (e.g., Chaplain, 2008; Greenglass & Burke, 2003) have concluded that workload and student behavior are two primary components of teacher stress.”
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context (2010, methodology): “Job stress was measured using a single item (“I find teaching to be very stressful”), following the approach used in recent studies of teacher stress (e.g., Boyle, Borg, Falzon, & Baglioni, 1995; Chaplain, 2008; Manthei, Gilmore, Tuck, & Adair, 1996).”
Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. (2010, methodology): “First, following the approach used in recent studies of teacher stress (e.g., Boyle et al., 1995; Chaplain, 2008; Manthei, Gilmore, Tuck, & Adair, 1996), we measured overall job stress with a single item (“I find teaching to be very stressful”).”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, background): “Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008; Johnson & Birkeland, 2003; Kyriacou, 2001; Skaalvik & Skaalvik, 2015).”
Why are New Teachers Leaving the Profession? Results of a Canada-Wide Survey (2013, background): “In this respect, lack of support by the administration and colleagues, particularly when problems with parents occurred, was the most recurrent theme among the respondents, which corroborates the findings of recent studies[5],[9],[16].”
Self-efficacy and burnout in teachers of students with autism spectrum disorder (2017, background): “School inclusion and burnout in teachers Burnout is a worrying phenomenon in the teaching professions (Chaplain, 2008; Kyriacou & Sutcliffe, 1977; McCarthy, Lambert, O’Donnell, & Melendres, 2009; Stoeber & Rennert, 2008).”
Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction (2014, background): “is a widespread, and perhaps increasing, problem (Boyle, Borg, Falzon, and Baglioni, 1995; Chaplain, 2008; Kyriacou, 2001; Liu and Onwuegbuzie, 2012).”
Assessing Employee Wellbeing in Schools Using a Multifaceted Approach: Associations with Physical Health, Life Satisfaction, and Professional Thriving (2014, background): “For example, three decades of research has been devoted to the study of teacher stress (Chaplain, 2008; Howard & Johnson, 2004).”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, background): “In these studies, many different sources have been cited as causes of teacher stress; however, two types of stress that have consistently been mentioned in the literature are stress related to students’ behavior and discipline and stress related to workload (e.g., Borg & Riding, 1991; Boyle, Borg, F”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “…beginning teachers, preservice teacher education, teacher induction Empirical studies have found high levels of emotional exhaustion very early in teachers’ careers upon their first contact with complex classroom teaching (Chaplain, 2008; Fives et al., 2007; Goddard, O’Brien, & Goddard, 2006).”