Skip to main content
SpringerLink
Log in

Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands

  • Review Article
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers’ appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher’s job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: state of the art. Journal of Managerial Psychology, 22, 309–328.

    Article  Google Scholar 

  • Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.

    Article  Google Scholar 

  • Bibou-Nakou, I., Stogiannidou, A., & Kiosseoglou, G. G. (1999). The relation between teacher burnout and teachers’ attributions and practices regarding school behaviour problems. School Psychology International, 20(2), 209–217.

    Article  Google Scholar 

  • Boersma, K., & Linblom, K. (2009). Stability and change in burnout profiles over time: a prospective study in the working population. Work and Stress, 23, 264–283.

    Article  Google Scholar 

  • Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). Explaining the short careers of high achieving teachers in schools with low performing students. American Economic Review, 95(2), 166–171.

    Article  Google Scholar 

  • Brayfield, A., & Rothe, H. (1951). An index of job satisfaction. Journal of Applied Psychology, 35, 307–311.

    Article  Google Scholar 

  • Brewer, D. M. (2006). The association between the occupational stress of early childhood teachers and their beliefs and practices concerning the assessment of young children. (Doctoral dissertation, The University of North Carolina at Charlotte).

  • Brosch, T., & Sander, D. (2013). Comment: the appraising brain: towards a neuro-cognitive model of appraisal processes in emotion. Emotion Review, 5(2), 163–168.

    Article  Google Scholar 

  • Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16(2), 239–253. doi:10.1016/S0742-051X(99)00057-8.

    Article  Google Scholar 

  • Carson, R. L., Plemmons, S., Templin, T. J., Weiss, H. M., & Weiss, H. M. (2011). “You are who you are:” a mixed-method study of affectivity and emotional regulation in curbing teacher burnout. In G. M. Reevy & E. Frydenberg (Eds.), Research on stress and coping in education: Vol. 6. Personality, stress and coping: implications for education (pp. 239–265). Charlotte: Information Age Publishing.

    Google Scholar 

  • Chang, M. L. (2009). An appraisal perspective of teacher burnout: examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. doi:10.1007/s10648-009-9106-y.

    Article  Google Scholar 

  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. New York: Academic.

    Google Scholar 

  • Costigan, A. T., & Crocco, M. S. (2004). Learning to teach in an age of accountability. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Crocker, L., & Algina, J. (1986). Introduction to modern and classical test theory. Harcourt Fort Worth: Brace Jovanovich.

    Google Scholar 

  • Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: how well do different pathways prepare teachers to teach. Journal of Teacher Education, 53(4), 286–302.

    Article  Google Scholar 

  • Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? evidence about teacher certification, teach for America, and teacher effectiveness. Education and Policy Analysis Archives, 42(13), 1–48.

    Google Scholar 

  • de Jonge, J., & Dormann, C. (2006). Stressors, resources, and strain at work: a longitudinal test of the triple-match principle. Journal of Applied Psychology, 91, 1359–1374.

    Article  Google Scholar 

  • Denson, T. F., Spanovic, M., & Miller, N. (2009). Cognitive appraisals and emotions predict cortisol and immune responses: a meta-analysis of acute laboratory social stressors and emotion inductions. Psychological Bulletin, 135(6), 823–853.

    Article  Google Scholar 

  • Eskridge, D. H., & Coker, D. R. (1985). Teacher stress: symptoms, causes, and management techniques. Clearing House, 58, 387–390.

    Article  Google Scholar 

  • Feng, L. (2010). Hire today, gone tomorrow: new teacher classroom assignments and teacher mobility. Education, 5(3), 278–316.

    Google Scholar 

  • Feuerhahn, N., Bellingrath, S., & Kudielka, B. M. (2013). The interplay of matching and non-matching job demands and resources on emotional exhaustion among teachers. Applied Psychology: Health and Well-Being, 5, 171–192.

    Google Scholar 

  • Fisher, M. H. (2011). Factors influencing stress, burnout, and retention of secondary teachers. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/.

  • Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50, 992–1003.

    Article  Google Scholar 

  • French, N. (1993). Elementary teacher stress and class size. Journal of Research and Development in Education, 26, 66–73.

    Google Scholar 

  • Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159–165.

    Article  Google Scholar 

  • Friedman, I. A. (2006). Classroom management and teacher stress and burnout. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: research, practice, and contemporary issues (pp. 925–944). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Gavish, B., & Friedman, I. A. (2010). Novice teachers’ experience of teaching: a dynamic aspect of burnout. Social Psychology of Education, 13(2), 141–167. doi:10.1007/s11218-009-9108-0.

    Article  Google Scholar 

  • Gloria, C. T., Faulk, K. E., & Steinhardt, M. A. (2013). Positive affectivity predicts successful and unsuccessful adaptation to stress. Motivation and Emotion, 37, 185–193.

    Article  Google Scholar 

  • Goodard, R., O’Brien, P., & Goddard, M. (2006). Work environment predictors of beginning teacher burnout. British Educational Research Journal, 32(6), 857–874.

    Article  Google Scholar 

  • Griffith, J., Steptoe, A., & Cropley, M. (1999). An investigation of coping strategies associated with job stress in teachers. British Journal Of Educational Psychology, 69(4), 517–531. doi:10.1348/000709999157879.

    Article  Google Scholar 

  • Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552–2585.

    Google Scholar 

  • Grissom, J. A., Nicholson-Crotty, S., & Harrington, J. R. (2014). Estimating the effects of no child left behind on teachers’ work environments and job attitudes. Educational Evaluation and Policy Analysis, 36(4), 417–436.

    Article  Google Scholar 

  • Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Educational Policy Analysis Archives, 42(12), 1–30. http://epaa.asu.edu/epaa/v12n42/

  • Hancock, C. B., & Scherff, L. (2010). Who will stay and who will leave? Predicting secondary english teacher attrition risk. Journal of Teacher Education, 61(4), 328–338.

    Article  Google Scholar 

  • Hanushek, E. A. (2008). Education production functions. In S. N. Durlauf & L. E. Blume (Eds.), The new Palgrave dictionary of economics (pp. 1–9). Basingstoke: Palgrave Mcmillan.

    Google Scholar 

  • Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35(5), 503–527.

    Article  Google Scholar 

  • Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Amsterdam: Elsevier Science.

    Google Scholar 

  • Helf, J. L. (2013). An examination of the perceived resources and demands of North Carolina elementary school principals (Doctoral dissertation, The University of North Carolina at Charlotte).

  • Hobfoll, S. E. (1989). Conservation of resources: a new attempt at conceptualizing stress. American Psychologist, 44, 513–524.

    Article  Google Scholar 

  • Hobfoll, S. E., Schwarzer, R., & Chon, K. K. (1998). Disentangling the stress labyrinth: interpreting the meaning of the stress as it is studied in the health context. Anxiety, Stress, & Coping, 11, 181–212.

    Article  Google Scholar 

  • Hoffman, B., & Schraw, G. (2010). Conceptions of efficiency: applications in learning and problem solving. Educational Psychologist, 45, 1–14.

    Article  Google Scholar 

  • Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18(4), 417–440.

    Article  Google Scholar 

  • Ingersoll, R. (2001). Teacher turnover and teacher shortages: an organizational analysis. American Educational Research Journal, 38(3), 499–534.

    Article  Google Scholar 

  • Ingersoll, R. M. (2012). Beginning teacher induction: what the data tell us. Phi Delta Kappan, 93, 47–51.

    Article  Google Scholar 

  • Ingersoll, R. M., & May, H. (2012). The magnitude, destinations, and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435–464.

    Article  Google Scholar 

  • Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: the transformation of the teaching force, updated April 2014. CPRE Report (#RR-80). Philadelphia: Consortium for Policy Research in Education.

  • Jazaar, M., Lambert, R. G., & O’Donnell, M. (2007). An investigation of elementary teacher stress to guide educational administrators in curbing the early career departure of elementary school teachers. At the tipping point: Navigating the course for the preparation of educational administrators, 59–72.

  • Jin, P., Yeung, A. S., Tang, T., & Low, R. (2008). Identifying teachers at risk in Hong Kong: psychosomatic symptoms and sources of stress. Journal Of Psychosomatic Research, 65(4), 357–362. doi:10.1016/j.jpsychores.2008.03.003.

    Article  Google Scholar 

  • Johnson, S. M. (2006). The workplace matters: Teacher quality, retention, and effectiveness. Washington: National Education Association.

    Google Scholar 

  • Johnson, S., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: the effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39.

    Google Scholar 

  • Katz, L. G. (1972). Developmental stages of preschool teachers. The Elementary School Journal, 73(1), 50–54.

    Article  Google Scholar 

  • Kaufhold, J. A., Alverez, V. G., & Arnold, M. (2006). Lack of school supplies, materials and resources as an elementary cause of frustration and burnout in South Texas special education teachers. Journal of Instructional Psychology, 33(3), 159–161.

    Google Scholar 

  • Kim, D. H., & Liu, X. S. (2005). First-year experiences and Teachers’ professional commitment: an analysis of schools and staffing survey for 1999–2000. Journal of Educational Research & Policy Studies, 5(2), 103–123.

    Google Scholar 

  • Klassen, R. M., & Chiu, M. M. (2011). The occupation commitment and intention to quit of practicing and pre-service teachers: influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129.

    Article  Google Scholar 

  • Koeske, G. F., Kirk, S. A., Koeske, R. D., & Rauktis, M. B. (1994). Measuring the Monday blues: validation of a job satisfaction scale for the human services. Social Work Research, 18, 27–35.

    Google Scholar 

  • Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42(1), 79–89.

    Article  Google Scholar 

  • Kyriacou, C., & Sutcliffe, J. (1977). Teacher stress: a review. Educational Review, 29, 299–306.

    Article  Google Scholar 

  • Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: how predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 235–261.

    Article  Google Scholar 

  • Lambert, R. G., O’Donnell, M., Kusherman, J., & McCarthy, C. (2006). Teacher stress and classroom structural characteristics in preschool settings. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an Age of accountability (pp. 105–120). Greenwich: Information Age Publishing, Inc.

    Google Scholar 

  • Lambert, R. G., McCarthy, O.’. D. M., & Melendres, L. (2007). Teacher stress and classroom structural characteristics in elementary settings. In G. Gates, M. Wolverton, & W. Gmelch (Eds.), Emerging thought and research on student, teacher, and administrator stress and coping (pp. 109–131). Charlotte: Information Age Publishing.

    Google Scholar 

  • Lambert, R. G., McCarthy, C., O'Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46(10), 973–988.

    Article  Google Scholar 

  • Lambert, R.G., McCarthy, C.J., Crowe, R.W., McCarthy, C.J., & Fisher, M. (2012a). Assessment of teacher demands and resources: Relationship to stress, classroom structural characteristics, job satisfaction, and turnover. In McCarthy, C.J., Lambert, R.G., & Ullrich, A. (Eds). International perspectives on teacher stress. (pp.155-174). Greenwich, Connecticut: Information Age Publishing, Inc.

  • Lambert, R.G., Ulrich, and McCarthy C. (2012b). A Mixed Methods Study of Stress, Coping, and Burnout Among Kindergarten and Elementary Teachers in Germany. In McCarthy, C.J., Lambert, R.G., & Ullrich, A. (Eds). International perspectives on teacher stress. (pp. 95–120). Greenwich, Connecticut: Information Age Publishing, Inc.

  • Lambert, R. G., McCarthy, C., Fitchett, P. G., Lineback, S., & Reiser, J. (2015). Identification of elementary teachers’ risk for stress and vocational concerns using the national schools and staffing survey. Education Policy Analysis Archives, 23(43). http://dx.doi.org/10.14507/epaa.v23.1792.

  • Larzarus, R. (2003). From psychological stress to the emotions. Annual Review of Psychology, 44, 1–21.

    Article  Google Scholar 

  • Lazarus, R. (2001). Relational meaning and discrete emotions. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research. Series in affective science (pp. 37–67). New York: Oxford University Press.

    Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

    Google Scholar 

  • Levine, A. (2006). Educating school teachers. Education Schools Project.

  • Lewis, R., Roache, J., & Romi, S. (2011). Coping styles as mediators of teachers’ classroom management techniques. Research In Education, 85, 53–68.

    Article  Google Scholar 

  • Lhospital, A. S., & Gregory, A. (2009). Changes in teacher stress through participation in pre‐referral intervention teams. Psychology in the Schools, 46(10), 1098–1112.

    Article  Google Scholar 

  • Liu, X. S. (2007). The effect of teacher influence at school on first-year teacher attrition: a multilevel analysis of the schools and staffing survey for 1999–2000. Educational Research and Evaluation, 13(1), 1–16.

    Article  Google Scholar 

  • Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: an analyses of the teacher follow-up survey in the united states 2000–2001. Teaching and Teacher Education, 24(5), 1173–1184.

    Article  Google Scholar 

  • Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology (pp. 1297–1349). Chicago: Rand McNally College.

    Google Scholar 

  • Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal Of Education, 80(3), 44–70.

    Article  Google Scholar 

  • López, J. M. O., Castro, C., Santiago, M. J., & Villardefrancos, E. (2010). Exploring stress, burnout, and job dissatisfaction in secondary school teachers. International Journal of Psychology and Psychological Therapy, 10(1), 107–123.

    Google Scholar 

  • Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). Don’t sweat the small stuff:” understanding teacher resilience at the chalkface. Teacher and Teacher Education, 28, 357–367.

    Article  Google Scholar 

  • Maslach, C., Jackson, S. E., & Schwab, R. L. (1986). The MBI-educators survey. In C. Maslach & S. E. Jackson (Eds.), The Maslach burnout inventory (2nd ed.). Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review Of Psychology, 52, 397–422. doi:10.1146/annurev.psych.52.1.397.

    Article  Google Scholar 

  • Matheny, K. B., Aycock, D. W., Curlette, W. L., & Junker, G. N. (1993). The coping resources inventory for stress: a measure of perceived resourcefulness. Journal of Clinical Psychology, 49, 815–830.

    Google Scholar 

  • McCarthy, C. J., Lambert, R. G., Beard, L. M., & Dematatis, A. P. (2002). Factor structure of the preventive resources inventory and its relationship to existing measures of stress and coping. In G. S. Gates, M. Wolverton, & W. H. Gmelch (Eds.), Research on stress and coping in education (pp. 3–37). Greenwich, Connecticut: Information Age Publishing, Inc.

  • McCarthy, C. J., Lambert, R. G., O'Donnell, M., & Melendres, L. T. (2009). The relation of elementary teachers' experience, stress, and coping resources to burnout symptoms. The Elementary School Journal, 109(3), 282–300.

    Article  Google Scholar 

  • McCarthy, C. J., Lambert, R. G., Crowe, E. W., & McCarthy, C. J. (2010a). Coping, stress, and job satisfaction as predictors of advanced placement statistics teachers’ intention to leave the field. NASSP Bulletin, 94(4), 306–326.

    Article  Google Scholar 

  • McCarthy, C., Kerne, V. V. H., Calfa, N. A., Lambert, R. G., & Guzmán, M. (2010b). An exploration of school counselors' demands and resources: relationship to stress, biographic, and caseload characteristics. Professional School Counseling, 13(3), 146–158.

    Article  Google Scholar 

  • McCarthy, C. J., Lambert, R. G., O’Donnell, V., & Melendres, L. T. (2012a). Predictors of elementary teachers’ burnout symptoms: the role of teacher’s personal resources, perceptions of classroom stress, and disruption of teaching. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 333–356). Greenwich, Connecticut: Information Age Publishing, Inc.

    Google Scholar 

  • McCarthy, C. J., Hart, S., Crowe, E., McCarthy, C. J., Guzman, M. G., Lambert, R. G., & Reiser, J. (2012b). Assessing multicultural competence and stress with teachers. In C. J. McCarthy, R. G. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 175–194). Greenwich: Information Age Publishing, Inc.

    Google Scholar 

  • McCarthy, C. J., Lambert, R. G., & Ullrich, A. (Eds.). (2012c). International perspectives on teacher stress. Greenwich: Information Age Publishing, Inc.

    Google Scholar 

  • McCarthy, C. J., Lambert, R. G., & Reiser, J. (2014). Vocational concerns of elementary teachers: stress, Job satisfaction, and occupational commitment. Journal of Employment Counseling, 51(2), 59–74.

    Article  Google Scholar 

  • Meurs, J. A., & Perrewe, P. L. (2011). Cognitive activation theory of stress: an integrative theoretical approach to work stress. Journal of Management, 37, 1043–1068.

    Article  Google Scholar 

  • Monk, D. H. (1988). The education production function: its evolving role in policy analysis. Educational Evaluation and Policy Analysis, 11(1), 31–45.

    Article  Google Scholar 

  • Moore, K. (2006). Foreward. In G. Gates, M. Wolverton, & W. Gmelch (Eds.), Emerging thought and research on student, teacher, and administrator stress and coping (pp. 7–10). Chartlotte: Information Age Publishing.

    Google Scholar 

  • Moriarty, V., Edmonds, S., Blatchford, P., & Martin, C. (2001). Teaching young children: perceived satisfaction and stress. Educational Research, 43, 33–46.

    Article  Google Scholar 

  • Moya-Albiol, L., Serrano, M. A., & Salvador, A. (2010). Burnout as an important factor in the psychophysiological responses to a work day in teachers. Stress and Health, 26, 382–393.

    Article  Google Scholar 

  • National Commission on Teaching and America’s Future. (2009). Learning teams: Creating what’s next. Retrieved from http://nctaf.org/wp-content/uploads/2012/01/NCTAFLearningTeams480RED2.pdf.

  • Neblett, E. W., Jr., & Roberts, S. O. (2013). Racial identity and autonomic responses to racial discrimination. Psychophysiology, 50, 943–953.

    Google Scholar 

  • O'Donnell, M., Lambert, R. G., & McCarthy, C. J. (2008). School poverty status, time of year, and elementary teachers' perceptions of stress. The Journal of Educational Research, 102(2), 152–160.

    Article  Google Scholar 

  • Parker, P. D., & Salmela-Aro, K. (2011). Developmental processes in school burnout: a comparison of major developmental models. Learning and Individual Differences, 21, 244–248.

    Article  Google Scholar 

  • Podaskoff, N. P., LePine, J. A., & LePine, M. A. (2007). Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, turnover, and withdrawal behavior: a meta-analysis. Journal of Applied Psychology, 92, 438–454.

    Article  Google Scholar 

  • Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365–378.

    Google Scholar 

  • Roberts, T. A., & Pennebaker, J. W. (1995). Gender differences in perceiving internal state: Toward a his-and-hers model of perceptual cue use. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 27, pp. 143–175). San Diego: Academic.

    Google Scholar 

  • Robertson-Kraft, C., & Duckworth, A. L. (2014). True grit: trait-level perseverance and passion for long-term goal predicts effectiveness and retention among novice teachers. Teachers College Record, 116, 1–27.

    Google Scholar 

  • Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36.

    Article  Google Scholar 

  • Rust, F. O. (1994). The first year of teaching: it’s not what they expected. Teaching and Teacher Education, 10, 205–217.

    Article  Google Scholar 

  • Schanzenbach, D. W. (2014). Does class size matter? policy briefs national education policy center, school of education. Boulder: University of Colorado.

    Google Scholar 

  • Schaufeli, W. B., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. London: Taylor & Francis.

    Google Scholar 

  • Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2008). Burnout: 35 years of research and practice. Career Development International, 14, 204–220.

    Article  Google Scholar 

  • Shen, J. (1997). Teacher retention and attrition in public schools: evidence from SASS. The Journal of Educational Research, 91(2), 81–88.

    Article  Google Scholar 

  • Singh, K., & Billingsley, B. S. (1996). Intent to stay in teaching. Remedial and Special Education, 17(1), 37–47.

    Article  Google Scholar 

  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038.

    Article  Google Scholar 

  • Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: a review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216–269.

    Article  Google Scholar 

  • Steinhardt, M. A., Smith Jaggars, S. E., Faulk, K. E., & Gloria, C. T. (2011). Chronic work stress and depressive symptoms: assessing the mediating role of teacher burnout. Stress and Health: Journal of the International Society for the Investigation of Stress, 27(5), 420–429. doi:10.1002/smi.1394.

    Article  Google Scholar 

  • Sutton, G. W., & Huberty, T. J. (1984). An evaluation of teacher stress and job satisfaction. Education, 105, 189–192.

    Google Scholar 

  • Sutton, R. E., Mudrey-Camino, R., & Knight, C. C. (2009). Teachers’ emotion regulation and classroom management. Theory Into Practice, 48(2), 130–137.

    Article  Google Scholar 

  • Taleb, T. F. A. (2013). Job satisfaction among Jordan’s kindergarten teachers: effects of workplace conditions and demographic characteristics. Early Childhood Education Journal, 41(2), 143–152.

    Article  Google Scholar 

  • Taris, T. W., Le Blanc, P. M., Schaufeli, W. B., & Schreurs, P. J. G. (2005). Are there causal relationships between the dimensions of the Maslach burnout inventory? a review and two longitudinal tests. Work and Stress, 19, 238–255.

    Article  Google Scholar 

  • Taylor, D. L., & Tashakkori, A. (1995). Decision participation and school climate as predictors of job satisfaction and teachers’ sense of self-efficacy. Journal of Experimental Education, 63(3), 217–230.

    Article  Google Scholar 

  • Tickle, B. R., Chang, M., & Kim, S. (2011). Administrative support and its mediating effect on US public school teachers. Teaching and Teacher Education, 27(2), 342–349.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.

    Article  Google Scholar 

  • Ullrich, A. (2009). The relationship of elementary teachers' years of teaching experience, perceptions of occupational stress, self-acceptance, and challenging student behavior to burnout symptoms in the United States and Germany (Doctoral dissertation, The University of North Carolina at Charlotte).

  • Ullrich, A., Lambert, R. G., & McCarthy, C. J. (2012). Relationship of German elementary teachers' occupational experience, stress, and coping resources to burnout symptoms. International Journal of Stress Management, 19(4), 333–342.

    Article  Google Scholar 

  • Watson, J. C., Harper, S., Ratliff, L., & Singleton, S. (2010). Holistic wellness and perceived stress: predicting job satisfaction among beginning teachers. Research in the Schools, 17(1), 29–37.

    Google Scholar 

  • Wolfram, M., Bellingrath, S., Feuerhahn, N., & Kudielka, B. M. (2012). Cortisol responses to naturalistic and laboratory stress in student teachers: comparison with a non-stress control day. Stress and Health, 29, 143–149.

    Article  Google Scholar 

  • Yesil Dagli, U. (2012). America’s public school kindergarten teachers’ job turnover and associated factors. Educational Sciences: Theory and Practice, 12(4), 3121–3134.

    Google Scholar 

  • Zellars, K., Hochwarter, W., & Perrewé, P. (2004). Experiencing job burnout: the roles of positive and negative traits and states. Journal of Applied and Social Psychology, 34, 887–911.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Texas at Austin, 1 University Station D5800, Austin, TX, 78712, USA

    Christopher J. McCarthy & Sally Lineback

  2. Department of Educational Leadership, University of North Carolina at Charlotte, 280 College of Education Building, Charlotte, NC, 28223-0001, USA

    Richard G. Lambert, Paul Fitchett & Priscila G. Baddouh

Authors
  1. Christopher J. McCarthy
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Richard G. Lambert
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sally Lineback
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Paul Fitchett
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Priscila G. Baddouh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Christopher J. McCarthy.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

McCarthy, C.J., Lambert, R.G., Lineback, S. et al. Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands. Educ Psychol Rev 28, 577–603 (2016). https://doi.org/10.1007/s10648-015-9322-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-015-9322-6

Keywords

Search

Navigation