The current study sought to determine the relationship between individual and contextual factors and teacher stress. Through analysis of the individual factors of self-efficacy and personality combined with organizational justice, perceived supervisory support, and work-family conflict, one can evaluate how to effectively support teachers to negate the surmounting pressures of teachers. The mixed methods study utilized Bandura’s (1986) Social Cognitive Theory and the JD-R model. The study specifically looked at the interplay between the individual and contextual factors addressing all teacher experience levels and school settings to uncover possible sources of stress perceived as factors preventing attrition. Current research has not revealed information about both factors in combination attributing to stress. Mid-year career teachers and middle school settings were neglected as literature often incorporated these settings under a secondary school label. Through explanatory-sequential research within the Yellow School District (pseudonym), 38 schools were initially surveyed through Qualtrics and analyzed using SPSS and SAS. Following the survey, participatory selection was used to analyze stress within the school with interviews. Teacher stress is a highly researched topic because of its importance in education. The quantitative findings of composite scores for each construct were in the moderate and neutral ranges. Personality and WFC were found as predictors of stress. Additionally, WFC and Personality interactions were statistically significant. The interviews of teacher perspectives of job demands included 1) an overload of tasks and responsibilities, 2) poor communication, 3) lack of consistency, and 4) student behaviors of management and apathy. A subtheme of lack of time appeared. Interviews reported stress could be alleviate in the areas of 1) teamwork and support 2) administrative leadership, and finally 3) teacher self-doubt. Mixed methods results further support the results found.
","abstract_html":"<p>The current study sought to determine the relationship between individual and contextual factors and teacher stress. Through analysis of the individual factors of self-efficacy and personality combined with organizational justice, perceived supervisory support, and work-family conflict, one can evaluate how to effectively support teachers to negate the surmounting pressures of teachers. The mixed methods study utilized Bandura’s (1986) Social Cognitive Theory and the JD-R model. The study specifically looked at the interplay between the individual and contextual factors addressing all teacher experience levels and school settings to uncover possible sources of stress perceived as factors preventing attrition. Current research has not revealed information about both factors in combination attributing to stress. Mid-year career teachers and middle school settings were neglected as literature often incorporated these settings under a secondary school label. Through explanatory-sequential research within the Yellow School District (pseudonym), 38 schools were initially surveyed through Qualtrics and analyzed using SPSS and SAS. Following the survey, participatory selection was used to analyze stress within the school with interviews. Teacher stress is a highly researched topic because of its importance in education. The quantitative findings of composite scores for each construct were in the moderate and neutral ranges. Personality and WFC were found as predictors of stress. Additionally, WFC and Personality interactions were statistically significant. The interviews of teacher perspectives of job demands included 1) an overload of tasks and responsibilities, 2) poor communication, 3) lack of consistency, and 4) student behaviors of management and apathy. A subtheme of lack of time appeared. Interviews reported stress could be alleviate in the areas of 1) teamwork and support 2) administrative leadership, and finally 3) teacher self-doubt. Mixed methods results further support the results found.</p>","abstract_has_math":false,"creators":["Freeman, Lisa Lashley"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Jessica Banks, Ed.D.","Parul Acharya, Ph.D.","Dana Griggs, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["teacher perceived stress","mixed methods","retention","self-efficacy","organizational justice","personality","work-family conflict","perceived supervisory support","Education"],"languages":["english"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/534","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jessica Banks, Ed.D.","Parul Acharya, Ph.D.","Dana Griggs, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Freeman, Lisa Lashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-08-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher perceived stress","mixed methods","retention","self-efficacy","organizational justice","personality","work-family conflict","perceived supervisory support","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["english"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/534"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The current study sought to determine the relationship between individual and contextual factors and teacher stress. Through analysis of the individual factors of self-efficacy and personality combined with organizational justice, perceived supervisory support, and work-family conflict, one can evaluate how to effectively support teachers to negate the surmounting pressures of teachers. The mixed methods study utilized Bandura’s (1986) Social Cognitive Theory and the JD-R model. The study specifically looked at the interplay between the individual and contextual factors addressing all teacher experience levels and school settings to uncover possible sources of stress perceived as factors preventing attrition. Current research has not revealed information about both factors in combination attributing to stress. Mid-year career teachers and middle school settings were neglected as literature often incorporated these settings under a secondary school label. Through explanatory-sequential research within the Yellow School District (pseudonym), 38 schools were initially surveyed through Qualtrics and analyzed using SPSS and SAS. Following the survey, participatory selection was used to analyze stress within the school with interviews. Teacher stress is a highly researched topic because of its importance in education. The quantitative findings of composite scores for each construct were in the moderate and neutral ranges. Personality and WFC were found as predictors of stress. Additionally, WFC and Personality interactions were statistically significant. The interviews of teacher perspectives of job demands included 1) an overload of tasks and responsibilities, 2) poor communication, 3) lack of consistency, and 4) student behaviors of management and apathy. A subtheme of lack of time appeared. Interviews reported stress could be alleviate in the areas of 1) teamwork and support 2) administrative leadership, and finally 3) teacher self-doubt. Mixed methods results further support the results found.
"]},{"key":"dc:title","label":"Title","values":["Individual and Contextual Factors Attributing to Teacher Stress Based on Academic Setting and Years of Experience"]}]}],"canonical_facts":{"dc:contributor":["Jessica Banks, Ed.D.","Parul Acharya, Ph.D.","Dana Griggs, Ph.D."],"dc:creator":["Freeman, Lisa Lashley"],"dc:date.available":["2024-08-05T07:00:00Z"],"dc:description.abstract":["The current study sought to determine the relationship between individual and contextual factors and teacher stress. Through analysis of the individual factors of self-efficacy and personality combined with organizational justice, perceived supervisory support, and work-family conflict, one can evaluate how to effectively support teachers to negate the surmounting pressures of teachers. The mixed methods study utilized Bandura’s (1986) Social Cognitive Theory and the JD-R model. The study specifically looked at the interplay between the individual and contextual factors addressing all teacher experience levels and school settings to uncover possible sources of stress perceived as factors preventing attrition. Current research has not revealed information about both factors in combination attributing to stress. Mid-year career teachers and middle school settings were neglected as literature often incorporated these settings under a secondary school label. Through explanatory-sequential research within the Yellow School District (pseudonym), 38 schools were initially surveyed through Qualtrics and analyzed using SPSS and SAS. Following the survey, participatory selection was used to analyze stress within the school with interviews. Teacher stress is a highly researched topic because of its importance in education. The quantitative findings of composite scores for each construct were in the moderate and neutral ranges. Personality and WFC were found as predictors of stress. Additionally, WFC and Personality interactions were statistically significant. The interviews of teacher perspectives of job demands included 1) an overload of tasks and responsibilities, 2) poor communication, 3) lack of consistency, and 4) student behaviors of management and apathy. A subtheme of lack of time appeared. Interviews reported stress could be alleviate in the areas of 1) teamwork and support 2) administrative leadership, and finally 3) teacher self-doubt. Mixed methods results further support the results found.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/534"],"dc:language":["english"],"dc:subject":["teacher perceived stress","mixed methods","retention","self-efficacy","organizational justice","personality","work-family conflict","perceived supervisory support","Education"],"dc:title":["Individual and Contextual Factors Attributing to Teacher Stress Based on Academic Setting and Years of Experience"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T01:44:41Z"}