Relating Teachers' Coping Styles to Student Noise and Perceived Stress

Autor/inn/en	Tomek, Raphaela; Urhahne, Detlef
Titel	Relating Teachers' Coping Styles to Student Noise and Perceived Stress
Quelle	In: Educational Psychology, 42 (2022) 3, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tomek, Raphaela) ORCID (Urhahne, Detlef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2031892
Schlagwörter	Teachers; Acoustics; Classroom Environment; Student Behavior; Coping; Anxiety; Stress Management; Burnout; Resilience (Psychology); Foreign Countries; Elementary School Teachers; Middle School Teachers; Personality Traits; Mental Health; Physical Health; Germany + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Akustik; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Bewältigung; Angst; Stressmanagement; Stressbewältigung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Psychohygiene; Gesundheitszustand; Deutschland
Abstract	School noise is a serious, inevitable problem that teachers experience as stress or strain. Coping styles have a huge impact on teachers' mental health and therefore might influence this daily stress experience. Based on the stress-strain model and the transactional stress model, we examined in an online study how 99 teachers with different coping styles reacted to school noise. Four professional coping styles were derived from the overarching dimensions of professional commitment and experience resilience. The healthy type, the unambitious type, type A, and type burnout differed in terms of threat appraisal, noise stress, voice and hearing problems as well as noise-related burnout. Compared to the healthy type, types A and burnout showed higher levels of stress. Teachers of the risk types turned out to be more vulnerable to school noise than teachers of the healthy type. Specific prevention programs may help to improve teacher resilience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01