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A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers
Abstract and Figures
Although urban teachers are at-risk of experiencing significant work-related stress, urban teacher stress has been neglected
in the research literature to date. Through semi-structured interviews conducted with a sample of K-4 urban teachers (N=14) from three high-poverty schools in a large, Midwestern city, we examined teachers’ perceptions regarding sources and
impact of stress and the resources needed to address identified stressors. Results from consensual qualitative research (CQR;
Hill et al. in Couns Psychol, 25:517–572, 1997; Hill et al. in Consensual qualitative research: an update, 2005) suggest that at least one-half of the cases identified lack of resources, excessive workload, school-level disorganization,
managing behavior problems, and accountability policies as significant sources of stress. The majority of teachers reported
that occupational stress significantly impacted their personal relationships and physical health, and teachers identified
human and material resources as most important to reducing work-related stress. Implications for organizationally based interventions
and school policies to address urban teacher stress are discussed.
KeywordsTeacher stress–Urban schooling–Teacher mental health–Predictors of teacher stress–Teacher effectiveness
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... Stress, defined as a range of physical and psychological reactions from threats to a person's stability or status quo (Hiebert & Farber, 1984), can influence teacher job satisfaction (Klassen & Chiu, 2010), teaching effectiveness (Trendall, 1989), and relationships with students leading to negative academic outcomes (Collie & Martin, 2017;Wentzel, 2010). Stress can also impact a teacher's overall physical and mental health (De Simone et al., 2016;Shernoff et al., 2011). A continued state of stress can lead to burnout (Herman et al., 2017). ...
... This resulted in female teachers experiencing increased levels of stress, as compared to their male counterparts. Stress, especially heightened levels, can impact teacher job satisfaction (Klassen & Chiu, 2010), teaching effectiveness (Trendall, 1989), and overall mental and physical health (De Simone et al., 2016;Shernoff et al., 2011). Future research should continue to track stress among female teachers. ...
This article explores the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic. Teachers from a random sample of K-12 schools in North Dakota and Minnesota were surveyed in April 2020, October 2020, and March/April 2021 about their current levels of stress and depression, as well as the frequency with which they experienced certain physical conditions. One-way analysis of variance and multiple regression were used to compare time points for each of the outcomes by gender. Female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers, with spikes in stress and depression levels experienced by both males and females in Time 2. Additionally, physical symptoms were more likely to be experienced by female teachers, with Time 2 respondents overall reporting significantly higher proportions of physical symptoms than Time 1 or Time 3 respondents. Consistently experiencing heightened levels of stress and depression can lead to burnout for teachers. School districts need to monitor stress, especially among females, and depression, especially among males, to recognize the difference in experience for each gender in the teaching profession, as well as provide supports and resources to their teachers to help them in coping with these mental-health issues.
... The word stress usually refers to a personal sense of distress which manifests in a variety of personal expressions [1]. The level of stress at work is a significant factor that relates to the intensity of the conflict between the individual's commitment to their family to their commitment to work. ...
... Nonetheless, additional studies indicate that teachers who suffer from extremely high levels of stress and burnout are likely those who do not leave their place of work [32]. These teachers often develop a system of behavior referred to as on-the-job retirement [1]. This phenomenon is characterized by a decrease in the citizenship behavior of teachers and manifests in many ways, such as absences, diminished efforts dedicated to teaching, diminished involvement in the classrooms and in the quality of classes while consistently distancing from students and work. ...
The study investigates the correlation among systemic factors including educational system reforms and managerial leadership style, stress levels, and their effects on job performance, work-family balance, and workplace functionality of Arab mothers who are teachers in Israel. However, the study involved 546 Israeli-Arab mothers working as secondary education teachers, who completed questionnaires focusing on conflict expressions, systemic factors, and their effects on work performance indicators. The examination of the results - among others, suggests that the perception of work stress among participants was related to a high level of the two types of conflict as well as to the high prevalence of withdrawal behavior. The second result showed that actively managing was associated with a lower occurrence of withdrawal behavior at all three levels, while also being associated with a higher prevalence of citizenship behavior. On the other hand, workload related to work or family was not a predictor of a higher prevalence of withdrawal behaviors and a low prevalence of citizenship behavior. In an understudied field, the current research presents the multi-factorial complexity of the systemic factors in Arab schools in Israel and their impact on work functioning. The practical outcomes are both organizational and social and they concern both the managers and the family environment of the teachers. The study shows that the manager’s support is a crucial factor in mitigating the Work-family conflict. Thus, it is suggested to encourage school managers’ willingness to give teachers support and a more lenient work environment to help mitigate their work-related stress.
... Teachers are at the center owing to the elevated level of stress due to excessive workload, unhealthy work environment, difficulties in classroom management [2], and role conflict [18]. Likewise, student misbehaviors, parental negative attitudes, unsupportive administrators and colleagues, and lack of adequate technology-friendly infrastructure for learning [19] and additional responsibilities such as administrative tasks, meetings, and record-keeping can add to a teacher's workload, elevating their stress level [20]. Similarly, personal factors such as sedentary lifestyles and excessive screen time have also been linked to negative physical and mental health outcomes, which may be the other potential contributor to elevated stress levels among teachers [21]. ...
Background
Burnout syndrome attributable to cumulative stressors is highly prevalent among teachers. Despite this, knowledge of burnout syndrome among schoolteachers in lower-middle-income countries are limited, therefore we aimed to investigate self-reported occupational burnout syndrome and associated factors among schoolteachers in Nepal.
Methods
A survey was conducted among randomly selected 37 community schools in Kathmandu, Nepal in 2022, with a total sample of 218 schoolteachers (70% male). Occupational burnout was assessed using the Nepali version of the validated Maslach Burnout Inventory (MBI-ES). MBI-ES consists of 22 items assessing occupational burnout, which were classified into emotional exhaustion (EE, 9 items, score range: 0–45), depersonalization (DP, 5 items, 0–23), and personal accomplishment (PA, 8 items; 3–48). The greater score in EE and DP and the lower score in PA indicate a higher level of burnout. Various socio-demographic, lifestyle, and work-related factors were examined as determinants of occupational burnout using ANOVA and multivariable linear regression models.
Results
The mean scores of EE, DP, and PA were 14.99 (Standard Deviation, SD = 9.79), 4.18 (SD = 4.57), and 42.11 (SD = 6.82) respectively. Poor/moderate work ability contributed to poorer ratings of all three dimensions. Teaching special needs students contributed to EE and DP, whereas low physical activity and alcohol intake were associated with PA only. Younger age, being married, language of teaching, having a disability, sub-optimal physical fitness, poor sleep quality, and ever smoking contributed to EE only.
Conclusion
Occupational burnout among schoolteachers was relatively high. Marital status, lifestyle behavioral, and work-related factors were associated especially with EE and workability was a strong determinant of all three dimensions.
Clinical trial registration number
NCT05626543.
... In addition to classroom-related challenges, prior research has identified that school-level conditions (e.g. excessive workload and a lack of support from peer teachers or administrators) could exacerbate teachers' challenges (Shernoff et al., 2011;Troman, 2000). Furthermore, educational policies (e.g. ...
Purpose
The purpose of this study is to explore beginning teachers’ diverse challenges and how these are related to self-directed professional learning through social media.
Design/methodology/approach
The authors conducted a content analysis of 2,445 “New Teacher” tagged posts shared in the r/Teachers subreddit. With 1,246 posts relevant to beginning teachers’ challenges, the authors used a socio-ecological model to analyze and categorize the challenges.
Findings
Results showed that posts reflected diverse and complex challenges. Such challenges were found to be interrelated and associated with employment status, highlighting teacher marginalization issues. Results also show that most posts sought resources or advice rather than merely complaining about their situations, meaning that beginning teachers leveraged the anonymity and shared affinity offered by r/Teachers to overcome their challenges as self-directed professional learners.
Originality/value
The current study not only highlights diverse and complex challenges faced by beginning teachers but also sheds light on how they navigate their challenges in social media spaces. This research provides unique insights into how social media, particularly an anonymous affinity space – r/Teachers, can benefit teachers’ professional growth in today’s digital era.
... While research on burnout in this context mainly focuses on general classroom teachers, some studies have also examined burnout in special education teachers (e.g., Brunsting et al., 2014). Workrelated stress is disproportionately high for teachers, making them more susceptible to burnout (Shernoff et al., 2011), leading to teacher attrition, teacher health issues, and adverse student outcomes (Herman et al., 2018;Madigan & Kim, 2021). The Coronavirus-19 Pandemic has further exacerbated teacher burnout due to limited resources, lack of administrative support, challenges related to remote teaching, and concerns regarding health safety in the school environment (Geraci et al., 2023). ...
This qualitative study explores the experiences of mid-level higher education professionals navigating workplace changes post-Coronavirus-19 Pandemic and during the subsequent Great Resignation. The study, framed by the theory of ambiguous loss to interpret the impacts of unresolved losses, underscores the importance of equipping higher education to adapt to ongoing transitions. To capture these nuanced dynamics, data were collected through individual interviews and participant photography using photo-narrative methodology. Eight participants, all mid-level student affairs professionals employed at a public research university in the Rocky Mountain region of the United States, completed a total of 15 interviews and submitted 53 photos for the study.
The data were analyzed using narrative, thematic, and symbolic methods. Findings revealed four key themes: compensation challenges, the dynamics of coworker relationships, the need for flexibility in role management, and the impact of the office environment on well-being. These themes highlight the complexity of workplace transitions, marked by both challenges and opportunities for growth. The photo-narrative approach effectively captured these experiences, offering rich insights into the participants' professional journeys. The study highlights the resilience of higher education professionals and suggests the necessity of supportive policies and practices that acknowledge their unique workplace experiences.
This chapter investigates the key factors that contribute to job-related stress of educators with a focus on schoolteachers in Nepal. Due to the dearth of knowledge in the Nepalese setting, the study was initiated to understand the sources of stress in teachers of private and public schools in Nepal through a qualitative paradigm. For this study, an open-ended question set was administered online through Google forms, and 250 participants responded to the question set. Thematic analysis was employed to analyze the data, and stressors that led to the overall stress of schoolteachers were identified and organized around five overarching themes, which include: (1) student behavior and class dynamics; (2) financial and social rewards; (3) excessive workload; (4) administration and management stress; and (5) colleagues and parents of students. This paper begins with a review of existing knowledge exploring the stress outside of Nepal, followed by the research methodology, including the data collection approach, sampling strategy, and data analysis. This chapter then discusses the sources of stressors escalating the stress of schoolteachers. This chapter concludes with the highlights of the implications of the study, followed by the conclusion.
Background
Burnout is a longstanding issue among educators and has been associated with psychological and physical health problems such as depression, and insomnia.
Objective
To assess the prevalence and predictors of the three dimensions of burnout (emotional exhaustion, depersonalization and lack of professional accomplishment) among elementary and high school teachers.
Methods
This is a quantitative cross-sectional study with data collected via an online survey. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS) and the Perceived Stress Scale were used, respectively, to assess burnout, resilience and stress among teachers. Data was collected between September 1st, 2022 and August 30th, 2023. SPSS (version 28, IBM Corp) was used for the data analysis.
Results
Overall, 1912 educators received a link to the online survey via a text message, and 780 completed the burnout survey questions, resulting in a response rate of 41%. The prevalence of emotional exhaustion, depersonalization, and lack of professional accomplishment were 76.9, 23.2, and 30.8%, respectively. Participants with high-stress symptoms were 6.88 times more likely to experience emotional exhaustion (OR = 6.88; 95% CI: 3.31–14.29), 2.55 times (OR = 2.55; 95% CI: 1.65–3.93) more likely to experience depersonalization and 2.34 times (OR = 2.34; 95% CI: 1.64–3.35) more likely to experience lack of professional fulfilment. Additionally, respondents with low resilience were 3.26 times more likely to experience emotional exhaustion symptoms (OR = 3.26; 95% CI: 2.00–5.31), than those with high resilience. Males were about 2.4 times more likely to present with depersonalization compared to female teachers, whilst those who indicated their marital status as partnered or cohabiting and those who selected “other” were 3.5 and 7.3 times, respectively, more likely to present with depersonalization compared with those who were single. Finally, Physical Education were 3.8 times more likely to present with depersonalization compared with English teachers.
Conclusion
The current study highlights the predictive effects of low resilience and high stress on the three dimensions of burnout among teachers in Canada. Interventions aimed at addressing systemic stress and fostering resilience are needed to reduce burnout among teachers.
The aim of this study was to assess the moderating and mediating effects of work meaningfulness on job satisfaction as perceived by teachers. To achieve this, we utilized self-reported questionnaire responses from 4,813 Chilean teachers. We conducted moderation and mediation analyses based on A. Hayes' framework using this dataset to test our hypotheses. The results provide evidence for the significant moderating and mediating role of work meaningfulness, demonstrating its positive impact on teachers' job satisfaction. Finally, we discuss the theoretical and practical implications of our findings, along with their limitations and future research directions.
Keywords
Teacher’s Work; Laboral Satisfaction; Meaningfulness of Work; Moderation; Mediation
The aim of this study was to assess the moderating and mediating effects of work meaningfulness on job satisfaction as perceived by teachers. To achieve this, we utilized self-reported questionnaire responses from 4,813 Chilean teachers. We conducted moderation and mediation analyses based on A. Hayes' framework using this dataset to test our hypotheses. The results provide evidence for the significant moderating and mediating role of work meaningfulness, demonstrating its positive impact on teachers' job satisfaction. Finally, we discuss the theoretical and practical implications of our findings, along with their limitations and future research directions.
Keywords
Teacher’s Work; Laboral Satisfaction; Meaningfulness of Work; Moderation; Mediation
The present study examined how teachers' psychological experiences of burnout and efficacy as well as perceptions of curriculum supports (e.g., coaching) were associated with their implementation dosage and quality of Promoting Alternative Thinking Strategies, a social-emotional curriculum. Results revealed that teachers' psychological experiences and perceptions of curriculum supports were associated with implementation. Teacher burnout was negatively associated and efficacy was positively associated with implementation dosage. Teachers who perceived their school administration as more supportive reported higher implementation quality, and positive perceptions of training and coaching were associated with higher levels of implementation dosage and quality. Teachers who reported the highest levels of burnout and the most negative perceptions of curriculum supports reported the lowest levels of implementation dosage and quality. The findings suggest that both individual and organizational factors are related to self-reported implementation and may be important to address in order to maximize the effectiveness of school-based curricula.
'Burnout' was first investigated in the 1970s as a crisis of overextended and disillusioned human service workers. But the nature of the syndrome has changed with the evolutions in the nature of these professions. The current experience of burnout is lived out in a more difficult social context, with human service workers struggling harder for social credibility and job security. For instance, through the greater demands on their time and energy, teachers are being pressed to do more work with fewer resources, while receiving fewer rewards and less recognition of their efforts. The objective of this 1999 volume is to provide different perspectives and a deeper understanding of the nature, conditions and consequences of burnout, notably in the teaching profession. To do this, the contributions review much research in the field, describing research agenda and action agendas designed to combat the incidence of burnout in the workplace.
In the last decade, the concept of “social support” has become increasingly prominent in both scientific and applied or policy-related discussions of stress and health. By the mid-1970s in the United States, social support was the topic of invited addresses to the American Public Health Association and Psychosomatic Society by two of our most distinguished social epidemiologists, the late John Cassel (5) and Sidney Cobb (6) respectively. The very first recommendation of the 1978 report of our President’s Commission on Mental Health (28, p. 15) was that: “A major effort be developed in the area of personal and community supports which will: (a) recognize and strengthen the natural network to which people belong and on which they depend; …”.
Spurred by court rulings requiring states to increase public-school funding, the United States now spends more per student on K-12 education than almost any other country. Yet American students still achieve less than their foreign counterparts, their performance has been flat for decades, millions of them are failing, and poor and minority students remain far behind their more advantaged peers. In this book, Eric Hanushek and Alfred Lindseth trace the history of reform efforts and conclude that the principal focus of both courts and legislatures on ever-increasing funding has done little to improve student achievement. Instead, Hanushek and Lindseth propose a new approach: a performance-based system that directly links funding to success in raising student achievement. This system would empower and motivate educators to make better, more cost-effective decisions about how to run their schools, ultimately leading to improved student performance. Hanushek and Lindseth have been important participants in the school funding debate for three decades. Here, they draw on their experience, as well as the best available research and data, to show why improving schools will require overhauling the way financing, incentives, and accountability work in public education.
A program of research related to school-based models for urban children's mental health is described, with a particular focus on improving access to services, promoting children's functioning, and providing for program sustainability. The first study in this series responded to the urgent need to engage more families in mental health services, and results showed dramatically greater involvement of parents in school-based services relative to clinic-based services. To enhance teacher collaboration, the second study involved training teacher key opinion leaders (KOL) on selected classroom practices for children with ADHD. Classroom teachers with support from the KOL teachers reported significantly higher use of these practices compared to teachers receiving no KOL support. The third study is part of a recent collaboration with the Illinois Office of Mental Health and the Chicago Public Schools, and employs a multitiered approach to service delivery, including the involvement of influential parents and teachers in the provision of mental health services. Future directions for mental health practice and research are described.
If as much organization development (OD) were occurring as is claimed by people who say they are "doing OD", we would have much more evidence of change in organizations than I believe presently exists. I have occasion to talk with a great many of the faithful in the field who are quick to affirm their commitment. As the conversation progresses, however, I inevitably discover that either (a) they do not actually believe significant change is occurring in their organization, or (b) they ask me if I know of any new techniques for really getting OD underway. The purpose of this paper is to explore this apparent contradiction and to try to account for it. First I point to evidence that OD is a popular and growing field. Then describe some of the current problems and limitations of OD. Next I discuss some of the forces which are shaping the current practice of OD. And, in conclusion, I briefly explore the future of organization development.