Identifying the Types of Student and Teacher Behaviours Associated with Teacher Stress.

By Allison M. Geving. 2007

282 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee0c55648c3d34cad84d2e026033322f75701297

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Citations in the corpus

Factors Influencing Stress, Burnout, and Retention of Secondary Teachers. (2011, background): “Many factors can contribute to high levels of teacher stress, but Geving (2007) suggests student behavior is an increasing factor of the stress, especially among secondary level teachers.”
The interplay of possible language teacher selves in professional development choices (2013, background): “Teacher self-efficacy has been defined as a teacher’s confidence or beliefs in their ability to influence student learning outcomes (Geving, 2007; Guskey, 1988; Tschannen-Moran & Woolfolk Hoy, 2001).”
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, background): “Not surprisingly, teacher burnout and stress have been shown to negatively influence teacher and student wellbeing (Beer & Beer, 1992; Geving, 2007).”
Engagement and emotional exhaustion in teachers: Does the school context make a difference? (2008, background): “Although previous studies have demonstrated the crucial role of students’ discipline in the development of teacher stress and burnout (Geving, 2007), they have focused exclusively on the individual level.”
Self-efficacy and burnout in teachers of students with autism spectrum disorder (2017, background): “These challenging behaviours and social impairments represent the principal determinants of workplace stress and mental ill health among teachers (Geving, 2007; Ingersoll & Smith, 2003; Major, 2012).”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, background): “In fact, various international studies have shown that up to one third of teachers are stressed or extremely stressed (Borg & Riding, 1991; Geving, 2007; Kyriacou & Sutcliffe, 1979; Thomas, Clark, & Lavery, 2003).”