Abstract
This chapter will review current research on teacher stress, identifying its nature, causes and prevalence within the contemporary teaching context. It will also examine the potential impact teacher stress can have on teachers, the pupils they teach and wider society. In addition, it will review the evidence regarding the relative influence of key school-related factors, demographics and individual teacher characteristics on teacher stress, so as to identify those teachers who are most ‘at risk’. It will conclude by offering a critique of the methodologies employed, whilst suggesting some innovative approaches for investigating teachers’ working lives. Teaching has been acknowledged as one of the most stressful of all occupations. Reports on the prevalence of stress among educators suggest that the pressures that these particular professionals encounter, are increasing. This is in spite of a large amount of research into their working experiences. Many of the identified sources of teacher stress have remained consistent over time, though constantly changing sociological and environmental factors and educational practices and policies have brought other stressors into the frame.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abel, M., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. Journal of Educational Research, 92(5), 287–295. doi:10.1080/00220679909597608.
Adams, E. (2001). A proposed casual model of vocational teacher stress. Journal of Education and Training, 53(2), 223–245. doi:10.1080/13636820100200153.
Aftab, M., & Khatoon, T. (2012). Demographic differences and occupational stress of secondary school teachers. European Scientific Journal, 8(5), 159–175.
Akinboye, J. O., & Adeyemo, D. A. (2002). Stress at home and workplace. Ibadan, Nigeria: Stirling Horden Publishers.
Albertson, L. M., & Kagan, D. M. (1987). Occupational stress among teachers. Journal of Research and Development in Education, 21(1), 69–75.
Antoniou, A., Polychroni, F., & Vlachakis, A. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21, 682–690. doi:10.1108/02683940610690213.
Arroba, T., & James, K. (2002). Pressure at work: A survival guide (2nd ed.). Maidenhead, UK: McGraw-Hill.
Atkins, M., Graczyk, P., Frazier, S., & Adil, J. A. (2003). Toward a new model for school-based mental health: Accessible, effective, and sustainable services in urban communities. School Psychology Review, 12, 503–514.
Baghy, R. M., & Rector, N. A. (1998). Self-criticism, dependency, and the five factor model of personality in depression: Assessing construct overlap. Personality and Individual Differences, 24, 895–897. doi.org/10.1016/s0191-8869 (97)00238-9/.
Bakker, A. B., & Schaufeli, W. B. (2000). Burnout contagion processes among teachers. Journal of Applied Social Psychology, 30(11), 2289–2308. doi.org/10.1111/j.1559-1816.2000.tb02437.x.
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. doi:10.1080/0268093022000043065.
Barnes, G. E., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five school districts: A pilot study. Washington, DC: National Commission on Teaching and America’s Future.
Bar-Yam, M. Rhoades, K., Booth Sweeney L., Kaput, K. & Bar-Yam, Y. (2002). Changes in the teaching and learning process in a complex education system. A publication of the New England Institute of Complex Systems. http://necsi.org/research/management/education/teachandlearn.html
Bas, G. (2011). Teacher student control ideology and burnout: Their correlation. Australian Journal of Teacher Education, 36(4). doi:10.14221/ajte.2011v36n4.2.
Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Toxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: An intraindividual approach. Frontiers in Psychology, 6, 635. doi:10.3389/fpsvg.2015.00635.
Benmansour, N. (1998). Job satisfaction, stress and coping strategies among Moroccan high school teachers. Mediterranean Journal of Educational Studies, 3, 13–33.
Bennell, P., & Akyeampong, K. (2007). Teacher motivation in sub-Saharan Africa and south Asia, Department for International Development (DFID), 1–114, ISBN 1 86192873 4.
Berg, B. D. (1994). Educator burnout revisited: Voices from the staffroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 67(4), 185–188. doi.org/10.1080/00098655.1994.9956060.
Bergin, C., & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21(2) 141–170. doi.org/10.1007/s10648-009-9104-0
Bermejo-Toro, L., & Prieto-Ursúa, M. (2014). Absenteeism, burnout and symptomatology of teacher stress: Sex differences. International Journal of Educational Psychology, 3(2), 175–201. doi:10.4471/ijep.2014.10.
Berry, B., Smylie, M., & Fuller, E. (2008). Understanding teacher working conditions: A review and look to the future. Center for Teaching Quality. Retrieved November 2, 2012, from http:// www.teachingquality.org/pdfs/ TWC2_Nov08
Bhadoria, D., & Singh, T. (2010). Relationships of age and gender with burnout among primary school teachers. Indian Journal of Social Science Researches, 7(2), 10–17.
Bhagat, R. S., Steverson, P. K., & Segovis, J. C. (2007). Cultural variations in employee assistance program in an era of globalization. In D. L. Stone & E. F. Stone-Romero (Eds.), The influence of culture on human resource processes and practices (pp. 207–234). New York: Taylor & Francis.
Bhugra, D., & Jones, P. (2001). Migration and mental illness. Advances in Psychiatric Treatment, 7, 216–222.
Biggs, J. (1988). Stress and the School Management Team. Neon, 53, 44–48.
Blase, J. (1986). A data based model of how teachers cope with work stress. The Journal of Educational Administration, 12(2), 173–189. doi.org/10.1108/eb009892
Bluett, M. (1998). The contract agenda. The AEU News, 9–12.
Borg, M. (1990). Occupational stress in British educational settings: A review. Educational Psychology, 10(2), 103–127. doi.org/10.1080/0144341900100201
Borg, M., & Riding, R. (1991). Occupational stress and satisfaction in teaching. British Educational Research Journal, 17(3), 263–282 doi.org/10.1080/0141192910170306
Borg, M. G., & Falzon, J. M. (1989). Stress and job satisfaction among primary school teachers in Malta. Educational Review, 41, 271–279. doi.org/10.1080/0013191890410307
Borg, M. G., & Falzon, J. M. (1990). Coping actions by Maltese primary school teachers, Educational Research, 32, 50–58. doi.org/10.1080/0013188900320106
Borg, M. G., & Falzon, J. M. (1993). Occupational stress among Maltese schoolteachers. Collected Papers, University of Malta (pp. 93–131). doi.org/10.1080/0144341910110104
Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analysis and narrative review of the research, Review of Educational Research, 78(3), 367–409. doi.org/10.3102/0034654308321455
Boyd, D. J., Grossman, P.L., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Teacher Preparation and Student Achievement, Educational Evaluation and Policy Analysis, 31(4), 416–440. doi.org/10.3102/0162373709353129
Boyd, W. L., & Shouse, R. C., (1997). The problems and promise of urban schools. In: H. J. Walberg, O. Reyes, & R. P. Weissberg (Eds.). Children and youth: Interdisciplinary perspectives. (pp. 141–165). Thousand Oaks, CA: Sage.
Boyle, G., Borg, M., Falzon, J., & Baglioni Jr., A. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49–67. doi.org/10.1111/j.2044-8279.1995.tb01130.x
Brewer, E.W., & Shapard, L., (2004). Employee burnout: A meta-analysis of the relationship between age and years of experience, Human Resource Development Review, 3(2), 102–123. doi.org/10.1177/1534484304263335
Brill, S., & McCartney, A. (2008). Stopping the revolving door: Increasing teacher retention. Politics and Policy, 36(5), 750–774. doi:10.1111/j.1747-1346.2008.00133.xView.
Brimblecombe, N., & Ormston, M. (1995). Teachers’ perceptions of school inspection: A stressful experience. Cambridge Journal of Education, 25(1), 53–62. doi.org/10.1080/0305764950250106
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brown, M., Ralph, S., & Brember, I. (2002). Change-linked work-related stress in British teachers. Research in Education, 67(1) 1–13. doi.org/10.7227/rie.67.1
Brown, S., & Nagel, L., (2004). Preparing future teachers to respond to stress: Sources and solutions, Action in Teacher Education, 26(1), 34–42. doi.org/10.1080/01626620.2004.10463311
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation. Xix+209
Burke, R. J., & Greenglass, E. (1995). A longitudinal study of psychological burnout in teachers, Human Relations, 48(2), 187–202. doi.org/10.1177/001872679504800205
California Commission on Teacher Credentialing. (2015). Report on new teacher induction, accessed 11/20/15, http://www.ctc.ca.gov/reports/new-teacher-induction-2015.pdf
Capella, E., Frazier, S.L., Atkins, M. S., Schoenwald, S. K., & Gliss, C. (2008). Enhancing schools’ capacity to support children in poverty: An ecological model of school-based mental health services. Administration and Policy in Mental Health, 35(5), 395–409. doi.org/10.1007/s10488-008-0182-y
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–490. doi:10.1016/j.jsp.2006.09.001.
Carr, D. (2002). Making sense of education: An introduction to the philosophy and theory of education and teaching, New York: Routledge Falmer. doi.org/10.4324/9780203994702
Carson, R., Weiss, H., & Templin, T. (2010). Ecological momentary assessment: A research method for studying the daily lives of teachers. International Journal of Research & Method in Education, 33(2). 165–182. doi.org/10.1080/1743727x.2010.484548
Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong, Educational Psychology, 22(5), 557–569. doi.org/10.1080/0144341022000023635
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3). 193–218. doi.org/10.1007/s10648-009-9106-y
Chaplain, R. (1995). Stress and Job Satisfaction: A study of English primary school teachers Educational Psychology: An International Journal of Experimental Educational Psychology, 15(4), 473–489. doi.org/10.1080/0144341950150409
Chaplain, R. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28(2), 195–209. doi:10.1080/01443410701491858.
Chavkin, N. F. (Ed.). (1993). Families and schools in a pluralistic society. New York: State University of New York Press.
Cheetham, G., & Chivers, G. (1996). Towards a holistic model of professional competence. Journal of European Industrial Training, 20(5), 20–30. doi.org/10.1108/03090599610119692
Cherniss, C. (1980). Professional Burnout in Human Service Organisations. New York: Praeger.
Coates, T., & Thoresen, C. (1976). Teacher anxiety: A review with recommendations. Review of Educational Research, 46(2), 159–184. doi.org/10.3102/00346543046002159
Cochran-Smith, M. (2004). Stayers, leavers, lovers, and dreamers: Insights about teacher retention. Journal of Teacher Education, 55(5), 387–392. doi.org/10.1177/0022487104270188
Cockcroft, S. (2015). Four out of 10 new teachers don’t last a YEAR in the classroom because they are put off by ‘exhausted and stressed colleagues’ says union boss. Retrieved from http://www.dailymail.co.uk/news/article-3020255/Four-10-new-teachers-don-t-YEAR-classroom-exhausted-stressed-colleagues-says-union-boss.html
Collie, R. J.; Shapka, J. D. & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. doi.org/10.1037/a0029356
Cooper, C., & Kelly, M. (1993). Occupational stress in head teachers: A national UK study. British Journal of Educational Psychology, 63(1), 130–143. doi.org/10.1111/j.2044-8279.1993.tb01046.x
Cooper, C. L., Kirkaldy, B. D., & Brown, J. (1994). A model of job stress and physical health: The role of individual differences. Personality & Individual Differences, 16(4) 653–655. doi.org/10.1016/0191-8869(94)90194-5
Cooper, C. L., & Mitchell, S. M. (1990). Nurses under stress: A reliability and validity study of the NSI, Stress and Health, 6(11), 21–24. doi.org/10.1002/smi.2460060105
Cooper, C. L., & Roden, J. (1985). Mental health and satisfaction among tax officers, Social Science and Medicine, 21(7), 747–751. doi.org/10.1016/0277-9536(85)90122-4
Cooper, C. L., Watts, J., Baglioni, Jr., A. J., & Kelly, M. (1988). Occupational stress amongst general practice dentists, Journal of Occupational Psychology, 61(2) 163–174. doi.org/10.1111/j.2044-8325.1988.tb00280.x
Cordes, C., & Dougherty T. W. (1993). A review and integration of research on job burnout. Academy of Management Review, 18(4), 621–656. doi.org/10.5465/amr.1993.9402210153
Cox, T., Boot, N., Cox, S., & Harrison, S. (1988). Stress in schools: An organisational perspective, Work and Stress, 2, 353–362. doi.org/10.1080/02678378808257497
Crocco, M., & Costigan, A. (2007). The narrowing of curriculum and pedagogy in the age of accountability, Urban Education, 42(6) 512–535. doi.org/10.1177/0042085907304964
Daniels, K., Hartley, R., & Travers, C. (2006). Beliefs about stressors alter stressors’ impact: Evidence from two experience sampling studies. Human Relations, 59(9), 1261–1285. doi:10.1177/0018726706069768.
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6–13.
Davey, G. C. L. (1994). Trait factors and rating of controllability as predictors of worrying about significant life stressors, Personality and Individual Differences, 16(3) 379–384. doi.org/10.1016/0191-8869(94)90063-9
Day, C. (2012). The importance of being a resilient school. Leadership Today., 3(3), 54–59.
Day, C. (2014). Resilience, teachers and the quality of education [A resiliência, os professores e a qualidade da educação]. In M. A. Flores & C. Coutinho (Eds.), Formação e Trabalho Docente: Tendências e desafios atuais (pp. 101–130). Santo Tirso, Portugal: De Facto Editores.
Day, C. (2016). Teachers and the quality of education: Why resilience counts most in testing times. In: Li, J. C. K.. & Day, C, (Eds.). Quality and Change in Teacher Education: Western and Chinese perspectives. (in press). Switzerland: Springer International Publishing. doi.org/10.1007/978-3-319-24139-5_2
De Lange, A. H., Taris, T. W., Kompier, M. A. J., Houtman, I. L. D., & Bongers, P. M. (2002). The effects of stable and changing demand-control histories on worker health: Results of the longitudinal SMASH study. Scandinavian Journal of Work, Environment and Health, 28, 94–108.
Dewe, P., Cox, T., & Leiter, M. (Eds.). (2000). Coping, health and organizations: Issues in occupational health. London: Taylor and Francis.
Dinham, S., & Scott, C. (1998). A three domain model of teacher and school executive career satisfaction. Journal of Educational Administration, 36(4): 362–378. doi.org/10.1108/09578239810211545
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379–396. doi.org/10.1108/09578230010373633
Dorman, J. (2003). Testing a model for teacher burnout. Australian Journal of Educational and Developmental Psychology, 3, 35–47.
Dunham, J. (1992). Stress in teaching. London: Routledge. doi.org/10.4324/9780203314500
Dunham, J. (1995). Developing effective school management. London: Routledge.
Dunham, J., & Varma, E. (1998). Stress in teachers: Past, present and future. London: Whurr Publishers Ltd..
Dworkin, A. G., Haney, C. A., & Teschow, R. L. (1988). Fear, victimization, and stress among urban public school teachers. Journal of Organisational Behaviour 9(2) 159–171. doi.org/10.1002/job.4030090207
Dworkin, A. G., Haney, C. A., & Teschow, R. L. (1990). Stress and illness behavior among urban public school teachers. Education Administration Quarterly 26, (1) 59–71. doi.org/10.1177/0013161x90026001004
Education Reform Act. (1988). (HMSO, London)
Emmer, E. T., & Stough, L. M. (2010). Classroom management: A critical part of educational psychology, with implications for teacher education, Educational Psychologist, 36,(2). doi.org/10.1207/S15326985EP3602_5
Engelbrecht, P., & Eloff, T. L. (2001). Stress and coping skills of teachers with Down’s Syndrome in inclusive classrooms. South African Journal of Education, 21(4), 256–260.
Eres, F., & Atanasoska, T. (2011). Occupational stress of teachers: A comparative study between Turkey and Macedonia. International Journal of Humanities and Social Sciences, 1(7), 59–65.
Esteve, J. (1989). Teacher burnout and teacher stress. In M. Coles, and S. Walker. (Eds.). Teaching and Stress. Milton Keynes: Open University Press.
Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.
Feldman, R. (1998). Social psychology. New Jersey: Prentice Hall.
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain and Education : The Official Journal of the International Mind, Brain, and Education Society, 7(3), 10.1111/mbe.12026. doi.org/10.1111/mbe.12026
Fontana, D., & Abouserie, R. (1993). Stress levels gender and personality factors in teachers. British Journal of Educational Psychology, 63, 261–270. doi.org/10.1111/j.2044-8279.1993.tb01056.x
Friedman, I. A. (1995). Student behavior patterns contributing to teacher burnout. Journal of Educational Research, 88(5), 281–289. doi.org/10.1080/00220671.1995.9941312
Friedman, I. A. (2000). Burnout in teachers: Impeccable professional performance, JCLP/In Session. Psychotherapy in Practice, 56(5), 595–606. doi.org/10.1002/(sici)1097-4679(200005)56:5%3C595::aid-jclp2%3E3.0.co;2-q
Friedman, I. A., & Farber, B. A. (1992). Professional self-concept as a predictor of teacher burnout. Journal of Educational Research, 86(1) 28–35. doi.org/10.1080/00220671.1992.9941824
Garner, R. (2015). Young teachers are leaving profession over lack of classroom support, says schools inspector, Retrieved 16th October, 2015, from: http://www.independent.co.uk/news/education/education-news/young-teachers-are-leaving-profession-over-lack-of-classroom-support-says-schools-inspector-10503837.html
Geving, A.M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23(5), 624–640. doi.org/10.1016/j.tate.2007.02.006
Gibbs, G. (1988). Learning by doing. London: Further Education Unit.
Goldberg, D. P., & Hillier, V. (1979). A scaled version of the general health questionnaire. Psychological Medicine, 9, 139–145.
GOV UK. (2014). School workforce in England. November 2013 Department for Education
Greenberg, S. (1984). Stress and the teaching profession. Baltimore: Paul H. Brooks Publishing Co..
Greenglass, E. R., Burke, R. J., & Konarski, R. (1997). The impact of social support on the development of burnout in teachers: Examination of a model. Work Stress, 11(3), 267–278. doi.org/10.1080/02678379708256840
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.org/10.1348/000709999157879
Guajardo, J. (2011). Teacher motivation: Theoretical framework, situation analysis of Save the Children country offices and recommended strategies. Washington, DC: Save the Children.
Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76(2), 173–208. doi.org/10.3102/00346543076002173
Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68(1), 61–99. doi.org/10.3102/00346543068001061
Hakanen, J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6) 495–513. doi.org/10.1016/j.jsp.2005.11.001
Hammen, C. L. & DeMayo, R. (1982). Cognitive correlates of teacher stress and depressive symptoms: Implications for attributional models of depression. Journal of Abnormal Psychology, 91(2), 96–101. doi.org/10.1037/0021-843X.91.2.96
Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of childrens’ school outcomes through eighth grade. Child Development, 72(2), 625–638. doi.org/10.1111/1467-8624.00301
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. doi.org/10.1111/j.1467-8624.2005.00889.x
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. New York: Cambridge University Press. doi.org/10.1017/cbo9781139174138
Hillman, K. (2015). Why is teacher stress so common? Journal of Stress Management, March. Retrieved from: http://www.stresstips.com/why-is-teacher-stress-so-common/
HMSO. (2000). The scale of occupational stress: A further analysis of the impact of demographics factors and type of job. Prepared by the Centre for Occupational and Health Psychology, School of Psychology Cardiff University. Contract Research report 311/2000; http://www.hse.gov.uk/research/crr_pdf/2000/crr00311.pdf
House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.
Howard, B., & Johnson, S. (2004). Resilient teachers: Resisting stress and burnout, Social Psychology of Education, 7(4), 399–420. doi.org/10.1007/s11218-004-0975-0
Huberman, M. (1993). The lives of teachers. London: Cassell.
Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher–student relationship. Journal of School Psychology, 39(4), 289–302. doi.org/10.1016/s0022-4405(01)00074-7
Hui, E. K. P., & Chan, D. W. (1996). Teacher stress and guidance work in Hong Kong secondary school teachers. British Journal of Guidance and Counselling, 24(2), 199–211. doi.org/10.1080/03069889608260409
Hultell, D., & Gustavsson, J. P. (2010). A psychometric evaluation of the Scale of Work Engagement and Burnout (SWEBO). Work, 37, 261–274. doi:10.3233/WOR-2010-1078.
Hultell, D., Melin, B., & Gustavsson, J. P. (2013). Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach, Teaching and Teacher Education, 32, 75–86. doi.Org/10.1016/j.tate.2013.01.007
IIEP (2004, January–March). Teachers: A priority. IIEP Newsletter, (XXII)1. Paris: IIEP.
Ingersoll, R. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499–534. doi.org/10.3102/00028312038003499
Ingersoll, R. (2003). Is there really a teacher shortage? Seattle, WA: Center for the Study of Teaching and Policy. Retrieved from http://www.ctpweb.org. doi.org/10.1037/e382722004-001
Ingersoll, R. (2006). Who controls teachers’ work? Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
Ingersoll, R., & May, H. (2012). The magnitude, destinations and determinants of mathematics and science teacher turnover. Educational Evaluation and Policy Analysis, 34(4), 435–464. doi.org/10.3102/0162373712454326
Jackson, L., & Rothmann, S. (2006). Occupational stress, organisational commitment and ill-health of educators in the North West Province. South African Journal of Education, 26(1), 75–95.
Jacobsson, C., Pousette, A. & Thyelfors, I. (2001). Managing stress and feelings of mastery among Swedish comprehensive school teachers. Scandinavian Journal of Educational Research, 45(1), 37–53. doi.org/10.1080/00313830020023384
Janzen, M. D., & Phelan, A. (2015). The emotional toll of obligation and teachers’ disengagement from the profession. Alberta Journal of Educational Research, 61(3), 347–350.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. doi.org/10.3102/0034654308325693
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations, Journal of Management Psychology, 20(2), 178–187. doi.org/10.1108/02683940510579803
Kahn, R. L., Wolfe, D. M., Quinn, R. P., Snoek, J. D., & Rosenthal, R. A. (1964). Organizational stress: Studies in role conflict and ambiguity. Oxford, UK: John Wiley Organizational stress.
Karasek, R. A. (1979). Job demands, job decision latitude and mental strain: Implications for job redesign. Administrative Science Quarterly, 24(2), 285–308. doi.org/10.2307/2392498
Kelly, A. V. (1974). Teaching mixed ability classes. London: Harper Row.
Kirk, J., & Winthrop, R. (2007). Promoting quality education in refugee contexts: Supporting teacher development in Northern Ethiopia. International Review of Education 53(5/6): 715–723. http://healingclassrooms.org/downloads/Promoting_Quality_Education_in_Refugee_Contexts.pdf. doi.org/10.1007/s11159-007-9061-0
Klussman, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction: The important role of self-regulatory patterns. Journal of Educational Psychology, 100, 702–715. doi:10.1037/0022-0663.100.3.702.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229–243. doi.org/10.1348/000709905X90344
Kovess-Masfety, V., Rios-Seidel, C., & Sevilla-Dedieu, C. (2007). Teachers’ mental health and teaching levels. Teaching and Teacher Education, 23(7), 1177–1192. http://dx.doi.org/10.1016/j.tate.2006.07.015.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29(2), 146–152. doi.org/10.1080/0013188870290207
Kyriacou, C. (2000). Stress-busting for teachers. Cheltenham: Stanley Thornes.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53 (1), 27–36. doi.org/10.1080/00131910120033628
Kyriacou, C., Kunc, R., Stephens, P., & Hultgren, A. (2003). Student teachers’ expectations of teaching as a career in England and Norway, Educational Review, 55(3), 255–263. doi.org/10.1080/0013191032000118910
Kyriacou, C., & Sutcliffe, J., (1978a). Teacher stress: Prevalence, sources and symptoms. British Journal of Educational Psychology, 48(2), 159–67. doi.org/10.1111/j.2044-8279.1978.tb02381.x
Kyriacou, C., & Sutcliffe, J. (1978b). A model of teacher stress. Educational Studies, 4(1), 1–6. doi.org/10.1080/0305569780040101
Kyriacou, C. & Sutcliffe, J. (1979). Teacher stress and satisfaction. Educational Research, 21(2). 89–96. doi.org/10.1080/0013188790210202
Lambert, G., & McCarthy, C. (Eds.). (2006). Understanding teacher stress in an age of accountability. Charlotte, NC: Information Age.
Langley, A. K., Nadeem, E., Kataoka, S. H., Stein, B. D., & Jaycox, L. H. (2010). Evidenced-based mental health programmes in schools: Barriers and facilitators of successful implementation, School Mental Health, 2(3), 105–113. doi.org/10.1007/s12310-010-9038-1
LaParo, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., et al. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms. Early Education and Development, 20(4), 657–692. doi.org/10.1080/10409280802541965
Laughlin, A. (1984). Teacher stress in an Australian setting: The Role of Biographical mediators. Educational Studies, 10(1), 7–22. doi.org/10.1080/0305569840100102
Lawrence-Lightfoot, S. (2003). The essential conversation: What parents and teachers can learn from each other. New York: Random House Publishing Group.
Lazarus, R. S. (1966). Psychological stress and the coping process. New York: McGraw-Hill.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
Lazuras, L. (2006). Occupational stress, negative affectivity and physical health in special and general education teachers in Greece. British Journal of Special Education, 33(4), 204–209. doi.org/10.1111/j.1467-8578.2006.00440.x
Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2), 103–147. doi.org/10.1086/444122
Lens, W., & Neves de Jesus, S. (1999). A psycho-social interpretation of teacher stress and burnout. In R. Vandenberghe & A.H. Huberman (Eds.) Understanding and prevention teacher burnout: A sourcebook of international research and practice. (pp.192–210). Cambridge, UK: Cambridge University Press. doi.org/10.1017/cbo9780511527784.012
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. doi.org/10.1002/pits.20455
Liu, X. S., & Meyer, J. P. (2005). Teachers’ perceptions of their jobs: A multilevel analysis of the teacher follow-up survey for 1994–95. Teachers College Record, 107(5), 985. doi.org/10.1111/j.1467-9620.2005.00501.x
Martocchio, J. J., & O’Leary, A. M., (1989). Sex differences in occupational stress: A meta-analytic view. Journal of Applied Psychology, 74, 495–501. doi.org/10.1037/0021-9010.74.3.495
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. doi.org/10.1111/j.1467-8624.2008.01154.x
Maslach, C., & Goldberg, J. (1998). Prevention of burnout: New perspectives. Applied and Preventive Psychology, 7(1), 63–74. doi.org/10.1016/s0962-1849(98)80022-x
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout, Journal of Occupational Behaviour, 2, 99–113. doi.org/10.1037/t05190-000
Maslach, C., & Jackson, S. E. (1986). Maslach burnout inventory. Manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologist Press.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. doi.org/10.1146/annurev.psych.52.1.397
McIntyre, S., McIntyre, T., Mehta, P., Durand, A., Taylor, T., & Francis, D. (2011). Feasibility study for using ecological momentary assessment (EMA) to study job stress in middle school teachers: Final report, grant # 994. Houston, TX: University of Houston-Clear Lake. doi.org/10.1037/e651092012-001
McIntyre, T., & McIntyre, S. (2011). The teacher stress diary – TSD. Unpublished instrument, Texas Institute for Measurement Evaluation and Statistics, University of Houston, Texas.
McIntyre, T. M., McIntyre, S. E., Barr, C. D., Woodward, P. S., Francis, D. J., Durand, A. C., et al. (2016). Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures. Journal of Occupational Health Psychology, 21(4), 403–414. doi.org/10.1037/a0039966
Melhuish, A. (1998). Executive health. London: Business Books.
Mestry R. (1999). The training and development of principals in the management of educators. Unpublished D.Ed. thesis. Johannesburg: Rand Afrikaans University.
Miller, G. V. F., & Travers, C. J. (2005). Ethnicity and the experience of work: Job stress and satisfaction of minority ethnic teachers in the UK. International Review of Psychiatry, 17(5), 317–327. doi:10.1080/09540260500238470.
Miller, G. V. F., & Travers, C. J. (2007). The relationship between ethnicity and work stress. In A. S. G. Antoniou & C. L. Cooper. (Eds.) Research Companion to Organisational Health Psychology, (pp. 87–101). Cheltenham: Edward Elgar Publishing. doi.org/10.4337/9781845423308.00011
Millward, L. J. (2006). Focus Groups. In G. M. Breakwell, S. Hammond, C. Fife-Schaw, & J. A. Smith (Eds.), Research methods in psychology (3rd ed., pp. 274–299). London: Sage.
Milstein, M., & Farkas, J. (1988). The over-stated case of educator stress, Journal of Educational Administration, 26(2), 232–249. doi.org/10.1108/eb009951
Mohammadi, S. (2006). Burnout and psychological health in high school teacher. Developmental Psychology., 3(9), 15–23.
Mondal, J., Shrestha, S., & Bhaila, A. (2011). School Teachers: Job stress and job satisfaction, Kaski, Nepal. International Journal of Occupational Safety and Health, 1, 27–33. doi.org/10.3126/ijosh.v1i1.5226
Montgomery, C., & Rupp, A. A., (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers, Canadian Journal of Education, 28(3), 458–486. doi.org/10.2307/4126479
Moon, B. (2007). Research analysis: Attracting, developing and retaining effective teachers – A global overview of current policies and practices. Paris: UNESCO.
Moon, J. (1999). Reflection in learning and professional development. London: Kogan Page.
Moon, J. (2005). Guide for busy academics No. 4: Learning through reflection. Higher Education .Academy. http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id69_guide_for_busy_academics_no4.doc. Accessed 2 July 2008
Moore, C. (2012). The role of school environment in teacher dissatisfaction among U.S. public school teachers, Sage Open, 1–16, doi. 10.1177/2158244012438888
Motseke, M. J. (1998). Factors contributing to teachers’ stress in township secondary schools. Unpublished Master’s thesis in Psychology of Education. University of South Africa, Pretoria.
National Centre for Education Statistics, (NCES). (2012). Teacher questionnaire: Schools and staffing survey (2011–2012 school year). Washington, DC: U.S. Department of Education.
Naylor, C. (2001). Teacher workload and stress: An international perspective on human costs and systemic failure, ERIC Document Reproduction Service No. ED 464 028.
Nhundu, T. J. (1999). Determinants and prevalence of occupational stress among Zimbabwean school administrators. Journal of Educational Administration 37(3). 256–272. doi.org/10.1108/09578239910275490
No Child Left Behind. (2001). http://www.ed.gov/legislation/ESEA01/. doi.org/10.1007/springerreference_184271
Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., & Kendziora, K. T. (2007). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (pp. 1263–1278). Bethesda, MD: National Association of School Psychologists.
Pas, E., Bradshaw, C. P., Hershfeldt, P. A., & Leaf, P. J. (2010). A multilevel exploration of the influence of teacher efficacy and burnout on response to student problem behavior and school-based service use. School Psychology Quarterly. 25(1), 13–27. doi.org/10.1037/a0018576
Pearlin, L. (1989). The sociological study of stress. Journal of Health and Social Behaviour, 30(3) 241–256. doi.org/10.2307/2136956
Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 27–53.
Phillips, J., & Segal, L. (1996). Pretian strategy and organization support systems: Implication for stress management at the workplace. Journal of Social Psychology, 7(2), 28–39.
Phillips, S., Sen, D., & McNamee, R. (2007). Prevalence and causes of self-reported work-related stress in headteachers. Occupational Medicine, 57(5), 367–371. doi:10.1093/occmed/kgm055.
Pines, A. M. (2002). Teacher burnout: A psychodynamic existential perspective, Teachers and Teaching, 8(2), 121–140. doi.org/10.1080/13540600220127331
Pines, A. M., & Aronson, E. (1988). Career burnout. New York: Free Press.
Pisanti, R., Gagliardi, M., Razzino, S., & Bertini, M. (2003). Occupational stress and wellness among Italian secondary school teachers. Psychology & Health, 18(4), 523–536. doi.org/10.1080/0887044031000147247
Pithers, R. T., & Soden, R. (1998). Scottish and Australian teacher stress and strain: A comparative study, British Journal of Educational Psychology, 68(2) 269–279. doi.org/10.1111/j.2044-8279.1998.tb01289.x
Prakke, B., van Peet, A., & van der Wolf, K. (2007). Challenging parents, teacher occupational stress and health in Dutch primary schools. International Journal about Parents in Education, 1(0), 36–44
Prieto, L. L., Soria, S. M., Martinez, M. I., & Schaufeli, W. (2008). Extension of the Job-Demands-Resources Model in the prediction of burnout and engagement among teachers over time. Psichotherma, 20(3), 354–360.
Punch, K. F., & Tuettemann, E. (1990). Correlates of psychological distress among secondary school teachers. British Educational Research Journal, 16(4), 369–382. doi.org/10.1080/0141192900160405
Raedeke, T. D., & Smith, A. L. (2004). Coping resources and athlete burnout: An examination of stress mediated moderation hypotheses. Journal of Sport and Exercise Psychology, 26(4) 525–541. doi.org/10.1123/jsep.26.4.525
Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers’ psychological experiences and perception of curriculum supports on the implementation of a social and emotional learning curriculum. Social Psychology Review, 38, 510–532.
Ravichandran, R., & Rajendran, R. (2007). Perceived sources of stress among the teachers. Journal of the Indian Academy of Applied Psychology, 33(1), 133–136.
Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J., & Bradley, R. H. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten, Early Education and Development, 14(2), 179–198. doi.org/10.1207/s15566935eed1402_3
Riolli, L., & Savicki, V. (2003). Optimism and coping as moderators of the relation between work resources and burnout in information service workers. International Journal of Stress Management, 10(3)235–252. doi.org/10.1037/1072-5245.10.3.235
Rocca, A. D., & Kostanski, M. (2001). Burnout and job satisfaction among Victorian secondary school teachers: A comparative look at contract and permanent employment. Paper presented at the ATEA Conference, Melbourne, Australia on Sept. 24–26.
Rosenberg, T., & Pace, M. (2006). Burnout among mental health professionals: Special considerations for the marriage and family therapist. Journal of Marital and Family Therapy, 32, 89–99. doi.org/10.1111/j.1752-0606.2006.tb01590.x
Rosenblatt, Z., Talmud, I., & Ruvio, A. (1999). A gender based framework of the experience of job insecurity and its effects on work attitudes of Israeli School teachers. European Journal of Work and Organizational Psychology, 8(2), 197–217. doi.org/10.1080/135943299398320
Rothi, D., Leavey, G., & Loewenthal, K. (2010). Teachers’ mental health: A study exploring the experiences of teachers with work-related stress and mental health problems. London: NASUWT.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1) 68–78. doi.org/10.1037//0003-066x.55.1.68
Sakharov, M., & Farber, B. A. (1983). A critical study of burnout in teachers. In B. A. Farber (Ed.), Stress and Burnout in the Human Service Professions (pp. 65–81). New York: Pergamon Press.
Saptoe, C. W. (2000). Factors which cause stress to teachers in the Southern Cape. Unpublished Masters’ thesis. University of Port Elizabeth.
Sarros, A. M., & Sarros, J. C. (1990). How burned out are our teachers? A cross-cultural study. Australian Journal of Education, 34(2), 145–152. doi.org/10.1177/000494419003400205
Schaufeli, W., & Enzman, D. (1998). The burnout companion to study and practice: A critical analysis. London: Taylor & Francis.
Schonfeld, I. (2001). Stress in 1st year women teachers: The context of social support and coping, Genetics. Social & General Psychology Monographs, 127(2), 133–169.
Schonfeld, I. S. (1990a). Coping with job-related stress: The case of teachers. Journal of Occupational Psychology, 63(2), 141–149. doi.org/10.1111/j.2044-8325.1990.tb00516.x
Schonfeld, I. S. (1990b). Psychological distress in a sample of teachers. Journal of Psychology, 124(3), 321–338. doi.org/10.1080/00223980.1990.10543227
Schwab, R. L., Jackson, S. E., & Schuler, R. S. (1986). Educator burnout: Sources and consequences. Educational Research Quarterly, 10(3), 14–30.
Scott, C., Stone, B., & Dinham, S. (2001). “I love teaching but …” International patterns of discontent, Education Policy Analysis Archives, 9(28), 1–18.doi.org/10.14507/epaa.v9n28.2001
Shann, M. H. (1998). Personal commitment and satisfaction among teachers in urban middle schools, The Journal of Educational Research, 92(2), 67–73. doi.org/10.1080/00220679809597578
Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers, Mental Health, 3(2), 59–69. doi.org/10.1007/s12310-011-9051-z
Skaalvik, E. N., & Skaalvik, S. (2009). Teacher self-efficacy and teacher burnout: A study of relations. Teacher and Teacher Education. 26(4), 1059–1069. doi.org/10.1016/j.tate.2009.11.001
Smylie, M. A. (1999). Teacher stress in a time of reform. In R. Vandenberghe & A.M. Huberman (Eds.), Understanding and Preventing Teacher Burnout (pp. 59–84). Cambridge, UK: Cambridge University Press. doi.org/10.1017/cbo9780511527784.005
Soyibo, K. (1994). Occupational stress factors and coping strategies among Jamaican high school science teachers. Research in Science and Technological Education, 12(2), 187–192. doi.org/10.1080/0263514940120207
Sparks, D., Malkus, N., & Ralph, J. C. (2015). Public school teacher autonomy in the classroom across school years 2003–04, 2007–08, and 2011–12. Washington, DC: National Center for Education Statistics. 2015-089.
Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher? A review of factors motivating and de-motivating prospective and practising teachers. London: National Foundation for Educational Research.
Stone, A. A., Shiffman, S. S., Schwartz, J. E., Broderick, J. E., & Hufford, M. R. (2002). Patient non-compliance with paper-diaries. British Medical Journal, 324, 1193–1194.
Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education, 7(4), 379–398. doi:10.1007/s11218-004-4229-y.
Sutton, R. E., & Wheatley, K. (2003). Teachers’emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358. doi:10.1023/A:1026131715856.
Symon, G., & Cassell, C. (1998). Qualitative methods and analysis in organizational research: A practical guide. Thousand Oaks, CA: Sage Publications Ltd.
Tang, C. S., Wing-Tung, A., Schwarzer, R., & Schmitz, G. (2001). Mental health outcomes of job stress among Chinese teachers: Role of stress resource factors and burnout. Journal of Organisational Behaviour, 22(8), 887–901. doi.org/10.1002/job.120
Tellenback, S., Brenner, S., & Lofgren, H. (1983). Teacher stress: Exploratory model building, Journal of Occupational Psychology, 56(1) 19–33. doi.org/10.1111/j.2044-8325.1983.tb00106.x
Texas Center for Educational Research. (2000). The cost of teacher turnover. Austin: Texas State Board for Educator Certification.
Thomas, N., Clarke, V., & Lavery, J. (2003). Self-reported work and family stress of female primary teachers. Australian Journal of Education, 47(1), 73–88. doi.org/10.1177/000494410304700106
Travers, C. J. (2011). Unveiling a reflective diary methodology for exploring the lived experiences of stress and coping, Journal of Vocational Behavior, 79(1), 204–216. doi.org/10.1016/j.jvb.2010.11.007
Travers, C. (2013). Using goal setting theory to promote personal development. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 603–620). New York: Routledge.
Travers, C. J., & Cooper, C. L. (1991). Stress and status in teaching: An investigation of potential gender-related relationships. Women in Management Review and Abstracts, 6(4). 16–23. doi.org/10.1108/09649429110000555
Travers, C. J., & Cooper, C. L. (1993). Mental health, job satisfaction, and occupational stress, among UK teachers, Work & Stress, 7(3), 203–219. doi.org/10.1080/02678379308257062
Travers, C. J., & Cooper, C. L. (1994). Psychophysiological responses to teacher stress: A move towards more objective methodologies. European Review of Applied Psychology, 44(2), 137–146.
Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: Stress in the teaching profession. London: Routledge. doi.org/10.4324/9780203059975
Travers, C. J., Morisano, D., & Locke, E.A. (2015). Self-reflection, growth goals, and academic outcomes: A qualitative study, British Journal of Educational Psychology, 85(2). 224–241. doi.org/10.1111/bjep.12059
Travers, C. J., Randall, R., & Cheyne, A. J. T. (2014). Investigating the on-going impact of a goal setting intervention. In E. A. Locke, D. Morisano, & M. C. Schippers, Writing about goals enhances academic performance and aids personal development, Academy of Management Annual Meeting Proceedings 2014(1):12781–12781. doi:10.5465/AMBPP.2014 bch
Trendall, C. (1989). Stress in teaching and teacher effectiveness: A study of teacher across main stream and special education. Educational Research, 31(1), 52–58. doi.org/10.1080/0013188890310106
Troman, G. (2000). Teacher stress in the low-trust society. British Journal of Sociology in Education, 21(3), 331–361. doi.org/10.1080/713655357
Troman, G., & Woods, P. (2001). Primary teachers’ stress. New York: Routledge/Falmer.
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30(2), 173–189. doi.org/10.1080/01443410903494460
Van der Linde, A. H., P., Van der Westhuizen, P. C., & Wissing, M. P. (1999). Burnout in female educators. South African Journal of Education, 19(3), 192–197
Vandenberghe, R., & Huberman, A. M., (Eds) (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge, UK: Cambridge University Press. doi.org/10.1017/cbo9780511527784
Wahlund, H., & Nerel, G. (1976). Work environment of white-collar workers, Work, health, well-being. Stockholm: The Central Organization of Salaried Employees in Sweden.
Warr, P., Cook, J., & Wall, T. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52, 129–148.
Willower, D. J., Eidel, T. L. & Hoy, W. K. (1973). The school and pupil control ideology. Revised ed. University Park, PA: Pennsylvania State University Press.
Wilson, D., Mutero, C., Doolabh, A., & Herzstein, M., (1990). Type A behaviour and self-reported stress among Zimbabwean teachers, Journal of Social Psychology, 130(1), 115–116. doi.org/10.1080/00224545.1990.9922941
Wilson, V. (2002). Feeling the Strain: An overview of the literature on teacher’s stress. SCRE: University of Glasgow.
Wisniewski, L., & Gargiulo, R. (1997). Occupation stress and burnout among social educators: A review of the literature. Journal of Special Education, 31(3), 325–347. doi.org/10.1177/002246699703100303
Woods, P., Jeffrey, B., Troman, G., & Boyle, M. (1997). Restructuring Schools, Reconstructing Teachers. Buckingham: Open University Press.
Worrall, N., & May, D. (1989). Towards a person-in-situation model of teacher stress, British Journal of Educational Psychology, 59(2) 174–186. doi.org/10.1111/j.2044-8279.1989.tb03089.x
Wrobel, G. (1993). Preventing school failure for teachers. Preventing School Failure, 37, 16–20. doi.org/10.1080/1045988x.1993.9944598
Yang, X., Wang, L., Ge, C., Hu, B., & Chi, T., (2011). Factors associated with occupational strain among Chinese teachers: A cross-sectional study. Public Health, 125(2)106–13. doi.org/10.1016/j.puhe.2010.10.012
Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect and self-efficacy, Social Behaviour and Personality, 30(5), 485–494. doi.org/10.2224/sbp.2002.30.5.485
Zembylas, M., & Papanastasiou, E. (2004). Job satisfaction among school teachers in Cyprus, Journal of Educational Administration, 42(3), 357–374. doi.org/10.1108/09578230410534676
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Travers, C. (2017). Current Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress. In: McIntyre, T., McIntyre, S., Francis, D. (eds) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being. Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_2
Download citation
DOI: https://doi.org/10.1007/978-3-319-53053-6_2
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-53051-2
Online ISBN: 978-3-319-53053-6
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)