Teacher Stress and Supports, Classroom Practices and Student Outcomes in High Poverty Urban Elementary Schools

Autor/inn/en	Elliott, Amanda; Reddy, Linda A.; Lekwa, Adam J.; Fingerhut, Joelle
Titel	Teacher Stress and Supports, Classroom Practices and Student Outcomes in High Poverty Urban Elementary Schools
Quelle	In: Psychology in the Schools, 61 (2024) 1, S.29-42 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elliott, Amanda) ORCID (Reddy, Linda A.) ORCID (Lekwa, Adam J.) ORCID (Fingerhut, Joelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23023
Schlagwörter	Stress Variables; Teaching Conditions; Disadvantaged Schools; Urban Schools; Elementary School Teachers; Behavior Modification; Student Behavior; Academic Achievement; Social Support Groups; Predictor Variables + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Schulleistung; Social support; Soziale Unterstützung; Prädiktor
Abstract	The current study examined teacher competence and contextual factors associated with teacher-reported stress in low-income urban elementary schools. Using a sample of 106K-5th grade teachers from 14 low-income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher-reported stress, perceived instrumental and emotional supports, class-wide student academic performance, and behavioral functioning were examined. Teacher-reported stress was significantly related to perceived emotional support, instrumental support, class-wide student academic performance, and class-wide student behavioral functioning. Instrumental and emotional supports, observed instructional and behavioral management practices, and class-wide student academic and behavioral functioning jointly predicted teacher stress. Results from a dominance analysis identified class-wide behavioral functioning, and emotional and instrumental support as the strongest predictors of teacher stress. Study limitations and implications for research and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01