Abstract
An overarching Theoretical-Empirical Model of construct relationships of teacher stress is presented in this chapter. This model was validated by two studies, both published in French. The studies examined 245 francophone student teachers’ stress, coping, and burnout, as well as 143 francophone university professors’ stress, coping, locus of control, and burnout. The conclusions of these studies are now presented in English for the first time in this chapter. Conclusions and implications of the validation studies for future conceptualizations of educator stress are presented.
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Montgomery, C. (2017). Development and Testing of a Theoretical-Empirical Model of Educator Stress, Coping and Burnout. 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_8
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