Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices

Autor/inn/en	Bottiani, Jessika H.; Duran, Chelsea A. K.; Pas, Elise T.; Bradshaw, Catherine P.
Titel	Teacher Stress and Burnout in Urban Middle Schools: Associations with Job Demands, Resources, and Effective Classroom Practices
Quelle	(2019), (51 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Teachers; Teacher Burnout; Stress Variables; Faculty Workload; Urban Schools; Teacher Effectiveness; Racial Differences; Gender Differences; Low Income Groups; Self Efficacy; Collegiality; Student Behavior; Classroom Environment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rassenunterschied; Geschlechterkonflikt; Self-efficacy; Selbstwirksamkeit; Kollegialität; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima
Abstract	Stress and burnout are pervasive among public school teachers and amplified in urban schools, where job demands are often high and resources low. Relatively little is known about factors contributing to stress and burnout among urban school teachers specifically, or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices. Rather than utilizing objective measures, extant research has relied heavily on teacher report of antecedents and consequences, in addition to self-reporting stress and burnout, which have also rarely been examined together in tandem. To address this and other gaps in the literature, the current study examined the interplay of job demands and resources, stress and burnout, and effective classroom practices (operationalized as warm-demanding teaching). Two discrete observational measures, in addition to teacher self-report, were collected from a sample of 255 teachers in 33 low-income, urban middle schools. Findings indicated that White teachers, female teachers, and teachers in low-income schools reported higher stress and burnout. Teachers reporting more self-efficacy, affiliation with colleagues, and student emphasis on their academics (i.e., more resources) reported lower stress and burnout; furthermore, adding resources to the model attenuated associations between student disruptive behaviors and stress and burnout. In turn, stress was associated with lower levels of observed demanding teaching (instructional dialogue); however, surprisingly, burnout was related to higher levels of observed teacher warmth (sensitivity). We discuss these findings in light of prior research and consider implications for future research and professional development for teachers. [This paper was published in "Journal of School Psychology," v77 p36-51 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01