Teacher Stress: Directions for future research

By Christos Kyriacou. 2001

2,174 citations recorded by the source corpus.

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Citations in the corpus

Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “Otto (1986) conceptualized work-related stress as resulting from a mismatch or a lack of fit between external and internal job demands and external and internal resources whereas Kyriacou (2001) defined stress as the experience of negative or unpleasant emotions resulting from aspects of the work.”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “Explanations of burnout have drawn particularly on the transactional stress model of Lazarus (1991; see also Kyriacou, 2001), in which the appraisal of one’s own resources plays an important role.”
Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns (2008, background): “In this research tradition, successful teachers are characterized as experiencing low stress, showing no symptoms of burnout, and reporting high job satisfaction (Kyriacou, 2001; Maslach & Leiter, 1999).”
Assessing Employee Wellbeing in Schools Using a Multifaceted Approach: Associations with Physical Health, Life Satisfaction, and Professional Thriving (2014, background): “Other prominent topics of study related to teacher wellbeing include anxiety, depression, frustration, and burnout (e.g., Chan, 2011; Kyriacou 2001).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “Teacher stress is often defined as the experience by a teacher of unpleasant emotions resulting from aspects of the work as a teacher (Collie, Shapka, & Perry, 2012; Kyriacou, 1987, 2001; Liu & Onwuegbuzie, 2012).”
Presenteeism and burnout among teachers in public and private Portuguese elementary schools (2012, background): “Howard and Johnson ( 2004 ) and Kyriacou ( 2001 ) identified important sources of stress that can easily be found in Portuguese schools, namely, students lack of motivation; inadequate behaviour; indiscipline; time pressures and workload; coping with change; being evaluated by others; conflicts with”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, neutral): “…hyperactivity, and antisocial behavior, to be at the core of the challenges most teachers face on a daily basis (Brouwers & Tomic, 2000; Evers, Tomic, & Brouwers, 2004; Hastings & Bham, 2003; Kokkinos, Panayiotou, & Davazoglou, 2004, 2005; Kyriacou, 2001; Roehrig, Pressley, & Talotta, 2002).”
Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms (2013, background): “Substantial research has investigated how teacher stress can impact teacher efficacy and child behavior (Jennings & Greenberg, 2009; Kyriacou, 2001; Marzano et al., 2003).”
‘Part of Who we are as a School Should Include Responsibility for Well-Being’: Links between the School Environment, Mental Health and Behaviour (2006, background): “However, teachers' own well-being impacts upon their ability to respond sensitively to pupils with difficulties ( Kyriacou, 2001 ), and, as pointed out by Hornby and Atkinson (2003) , ‘Working with emotionally disturbed children can be particularly stressful and challenging as it can involve high l”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, background): “Teaching is a stressful occupation (Kyriacou, 2000, 2001); however, if teachers have confidence in their ability to engage students, manage the classroom and use effective instructional strategies, the impact of student behavior stress does not appear to relate negatively to job satisfaction.”
Burnout and life satisfaction: does gratitude intervention make a difference among Chinese school teachers in Hong Kong? (2011, background): “…recognition as a global concern, but has also stimulated research and development of intervention efforts to help teachers cope with common stressors in the school environments (Borg, 1990; Boyle, Borg, Falzon, & Baglioni, 1995; Dick & Wagner, 2001; Kyriacou, 2001; Seidman & Zager, 1991).”