An Examination of US First-Year Teachers' Risk for Occupational Stress: Associations with Professional Preparation and Occupational Health

Autor/inn/en	Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Boyle, Lauren
Titel	An Examination of US First-Year Teachers' Risk for Occupational Stress: Associations with Professional Preparation and Occupational Health
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 2, S.99-118 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2017.1386648
Schlagwörter	Beginning Teachers; Stress Variables; Risk Assessment; Work Environment; Models; Faculty Mobility; Preservice Teacher Education; Beginning Teacher Induction; Longitudinal Studies; Teacher Surveys; Teacher Burnout; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Risikoabschätzung; Arbeitsmilieu; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is particularly silent on risk for stress among the most vulnerable workers in the education sector--first-year teachers. The current study, utilizing data from the US National Center for Education Statistics Beginning Teachers Longitudinal study, sought to replicate prior research, conducted with more experienced US teachers, demonstrating that perceptions of classroom demands and resources can be used to classify new teachers according to their risk for stress. In an extension to previous analyses, the current study also examined the association between first-year teachers' risk for stress and professional preparation. Results from this study aligned with previous findings, teachers classified at risk for stress reported more burnout symptoms (d = 1.48) and less classroom control (d = 0.62). Teacher education characteristics and exposure to first-year support programming were also found to be associated with first-year teachers' risk for stress classification. Findings have implications for how US teacher education potentially shapes first-year teachers' appraisal of their working conditions and corresponding risk for stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01