Teacher and Classroom Predictors of Preschool Teacher Stress

2021 ◽  
pp. 1-17
Author(s):  
Kelsey A. Clayback ◽  
Amanda P. Williford
Keyword(s):  
Teacher Stress ◽  
Preschool Teacher

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

The Quality of Teacher Work Life Survey: A Measure of Teacher Stress and Job Satisfaction

1989 ◽  
Vol 21 (4) ◽  
pp. 165-176 ◽  
Author(s):  
Dennis M. Pelsma ◽  
George V. Richard ◽  
Robert G. Harrington ◽  
Judith M. Burry
Keyword(s):  
Job Satisfaction ◽  
Teacher Stress ◽  
Work Life ◽  
Teacher Work

Teacher stress in urban schools: Who's looking out for teachers?

2008 ◽  
Author(s):  
Elisa S. Shernoff ◽  
Tara Mehta ◽  
Marc S. Atkins
Keyword(s):  
Urban Schools ◽  
Teacher Stress

Relationship of High School Teacher Stress to Job Satisfaction

2010 ◽  
Author(s):  
Richard G. Lambert ◽  
Christopher J. McCarthy ◽  
Elizabeth W. Crowe ◽  
Colleen J. McCarthy
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Teacher Stress ◽  
School Teacher ◽  
High School Teacher ◽  
Relationship Of

Relationship Of Creative Management, Teacher Effectiveness, Teacher Stress And Teacher Commitment With Different Dimensions Of Managerial Leadership

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2007-2026
Author(s):  
Deepa Sikand
Keyword(s):  
Teacher Effectiveness ◽  
Transactional Leadership ◽  
Significant Relationship ◽  
Teacher Stress ◽  
Teacher Commitment ◽  
Educational Institutions ◽  
Managerial Leadership ◽  
Transformational And Transactional Leadership ◽  
Different Dimensions ◽  
Relationship Of

The present study was conducted to study the relationship of creative management, teacher effectiveness, teacher stress and teacher commitment with different dimensions of managerial leadership. In order to conduct present study 450 teacher educators with doctorate degree and without doctorate degrees, with different levels of experience were selected from 45 selected colleges of education taking 10 teachers from each institution were selected randomly. Creative Management Scale prepared by the investigator, Multifactor Leadership Questionnaire (Bass and Avolio, 2003), Teacher Commitment Questionnaire (AmitKauts and AachalKalia, 2012), Teacher Effectiveness Scale (Mutha, 1982)and Teacher Stress Questionnarie (Otto (1983) and Adapted by Max Smith and Sid)were used as tools for the present study. The findings of the study revealed that there is significant relationship in the creative management and managerial leadership. This means that variation in the creative management in any manner would have remarkable impact on the managerial leadership and vice versa. It is also found that there is significant relationship in the teacher effectiveness and managerial leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching effectiveness in the educational institutions and vice versa. Another finding is that there is significant relationship in the teacher stress and managerial leadership. This means that increased teacher stress may become a cause for the action orientation of managerial leadership and managerial leadership may also act as a stressor among teaching professionals. It is also found that there is significant relationship in the teacher commitment and managerial leadership for transformational and transactional leadership dimensions of Managerial Leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching commitment in the educational institutions and vice versa.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

INTEGRATIVE MODEL OF STUDENT AND TEACHER STRESS COPING: THE CORRECTION OF RELATIONS IN EDUCATIONAL, PROFESSIONAL AND PERSONAL INTERACTION

THE BULLETIN ◽  
2019 ◽  
Vol 3 (379) ◽  
pp. 169-179 ◽  
Author(s):  
K. G. Kassymova ◽  
◽  
Z. I. Tyumaseva ◽  
G. V. Valeeva ◽  
S. V. Lavrinenko ◽  
...  
Keyword(s):  
Teacher Stress ◽  
Integrative Model ◽  
Stress Coping ◽  
Personal Interaction ◽  
Educational Professional
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